A systematic literature review of international empirical research was conducted to understand the impact of primary‒secondary transition on children’s experiences, outcomes and protective/risk factors. The review covered the period 2008‒2018 and met the gap in previous literature reviews. Using the EPPI‐Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research.

中文翻译：

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初次过渡的系统文献综述：国际研究

对国际实证研究进行了系统的文献综述，以了解初次过渡对儿童的经历，结局和保护/风险因素的影响。综述涵盖了2008-2018年期间，填补了以往文献综述中的空白。使用EPPI-中心方法，作者在评价中纳入了96项研究。研究结果的综合表明，从总体上看，与老师和同伴的感知和真实关系会带来积极或消极的经历。从小学到中学的过渡期间，学生和父母主要关注人际关系的变化。一些研究报告说，过渡也可以对建立新友谊的机会产生积极影响。教育和福祉成果有所下降，两者之间有联系。但是，我们无法确定地说这种对成绩的影响是否是中学过渡的结果，以及这种影响是否会随着时间的流逝而持续下去。保护和危险因素与儿童及其生态系统中的其他重要因素有关。关于组织和教育系统的影响存在矛盾的发现。有限的研究检查了过渡对有额外支持需求的儿童的不同影响。这次审查是第一次将过渡的各个方面结合在一起，因此提供了一些独特的见解并做出了原创性的贡献。很明显，鉴于现有文献中的空白，很难预测经验，结果和因素之间相互作用的影响。