ABSTRACT Background: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students’ development. School professionals play an important role in enhancing the students’ transition experience, but international literature calls for more research concerning their perspective on this transition. Purpose: The aim of this study was to investigate what lower secondary school leaders and teachers in Norway emphasise when supporting the primary to lower secondary school transition. Methods: A qualitative single case study approach was used. The participants were ten form teachers, their team leader and the principal (n = 12) within one lower secondary school. These were the individuals overseeing the transition process on behalf of a cohort of students who transferred to their school in August 2017. Data were collected through observations and focus group interviews. The data were transcribed and analysed qualitatively, inspired by the constant comparative method of analysis. Findings and conclusion: Framed by their own experiences, the leaders and teachers emphasised ensuring predictability, establishing a safe psychosocial learning environment, giving the students time to learn to be lower secondary school students, and collaboration at the school level and with the families. These efforts are largely in line with what the research recommends. The findings indicate, however, that the teachers need more support during this process. The article concludes that a closer dialogical interaction with colleagues at the primary and secondary levels, parents and students could support the leaders and teachers to promote an even better transition.

中文翻译：

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支持向中学过渡：初中领导和教师的声音

摘要背景：中小学生的过渡被认为是一个充满挑战的时期，而糟糕的过渡过程会对学生的发展产生负面影响。学校专业人员在提高学生的过渡体验方面发挥着重要作用，但国际文献呼吁对他们对这种过渡的看法进行更多研究。目的：本研究的目的是调查挪威的初中领导和教师在支持小学向初中过渡时强调什么。方法：使用定性单一案例研究方法。参与者是一所初中的十名教师、他们的团队领导和校长（n = 12）。这些人代表 2017 年 8 月转入学校的一组学生监督过渡过程。数据是通过观察和焦点小组访谈收集的。在不断比较分析方法的启发下，对数据进行了转录和定性分析。调查结果和结论：领导和教师根据自己的经验，强调确保可预测性，建立安全的社会心理学习环境，让学生有时间学习成为初中生，以及在学校和家庭层面的合作。这些努力在很大程度上符合研究的建议。然而，调查结果表明，教师在这个过程中需要更多的支持。