(How) Does information provided by children affect the transition from primary to secondary school?

Marlau van Rens*, Wim Groot, Carla Haelermans

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


The transition from primary to secondary school comes with changes in both the social- and the school context. This study focuses on assessing the concerns, expectations and experiences of 371 dutch children making the transition. Data have been collected during four years. Also the effect of information to the mentor at secondary school on the transition is assessed through a blinded experiment. Results show that some children are more vulnerable for a poor transition such as children at special education schools, anxious children, and to a lesser extent, girls. However the results do not show that children who informed their mentor made a better transition. The intervention only has a small effect on the social context.
Original languageEnglish
Pages (from-to)105-130
Number of pages26
JournalChild Indicators Research
Issue number1
Early online date26 May 2019
Publication statusPublished - Feb 2020


  • blinded experiment
  • child information
  • mentor at secondary school
  • secondary school
  • transition primary
  • vulnerable children
  • Child information
  • Mentor at secondary school
  • Transition primary
  • Blinded experiment
  • Secondary school
  • Vulnerable children

Cite this