Now and Then: Examining Students’ Concerns About the Primary-Secondary School Transition

Abstract

Using a mixed methods approach, this study aimed to examine adolescents’ concerns about high school and the challenges they encounter after their transition to high school. Participants were recruited from 31 primary schools in metro Vancouver, British Columbia; most participants identified as female and were from a non-white ethnic background. Data was collected via self-report questionnaires from students in their last year of primary school and again 6 months after their transition to high school. The surveys used a combination of structured and unstructured questions, and thematic content analysis was used to identify the areas in which students’ express concerns about high school. Pearson chi-square tests were conducted to examine between-group gender differences in concerns about high school. Before high school, girls’ concerns were mostly centered around their social life and relationships with peers, while boys’ concerns were more varied. These findings underscore the importance of considering the unique experiences of students, by gender. In high school, boys and girls face similar challenges, with many students finding it challenging to adapt to the academic demands of high school. These findings suggest that certain key developmental assets for positive youth development, among other factors, may be lacking in schools and/or communities.

Keywords

youth high school concerns school transition mixed methods positive youth development

The transition from primary to secondary school is a period of mixed emotions for adolescents (Topping, 2011). On the one hand, it is an exciting time full of new people, possibilities, and experiences (Lester et al., 2013). On the other hand, many students experience at least some feelings of anxiety, stress, apprehension, and/or fear (Benner, 2011; West et al., 2010). As students transition to high school, they face numerous challenges in adapting to a new academic, social, and school environment (Rice et al., 2011). Some studies suggest that adolescents encounter significant hurdles during this period, and that a difficult transition experience can have lasting negative impacts on their well-being (e.g., decreased sense of school connectedness, poorer social and emotional health; see Jindal-Snape et al., 2020 for a comprehensive review). Conversely, students who experience a smoother transition have fewer negative outcomes such as loneliness, anxiety, victimization, and problems with their peers (Waters et al., 2012; West et al., 2010). While teachers and parents may try to help prepare youth for high school, even those who are well-prepared to handle the new school demands can have fears and anxieties (Rice et al., 2011). Framed by Benson’s developmental assets framework of the Positive Youth Development (PYD) model, this study uses a mixed methods approach to examine adolescent concerns about high school and the challenges they encounter after their transition to secondary school.

The Transition from Primary to Secondary School

The move from primary to secondary school is considered the most difficult transition in formal education and can have both short and long-term effects on adolescents’ emotional, social, and academic well-being if not navigated smoothly (e.g., through developing good time management skills, getting involved in extracurricular activities, building strong relationships with teachers and peers, being open to new experiences and challenges, staying organized, and taking care of their mental well-being; Evans et al., 2018; Lester et al., 2019; Vaz, 2010). The transition to high school is particularly challenging as it involves changes in school environments, social dynamics/relationships, and academic structures/expectations (Sirsch, 2003). For instance, students must adapt to a new, often larger, school building and a different educational environment (Arens et al., 2013; Coelho & Romão, 2016). At the same time, students are faced with a new social environment that requires them to make new friends, form new relationships, and contend with new social dynamics (Felmlee et al., 2018; Ng-Knight et al., 2019; van Rens et al., 2019). Additionally, adolescents must adjust to a more complex curriculum, manage their time more effectively, and cope with the pressures of increased academic expectations (Chambers & Coffey, 2019). These changes can be difficult for students to navigate given their many years in a smaller school environment, typically in a single classroom with a single teacher and the same classmates for the length of the academic year, and may require significant effort to adapt to (Brouzos et al., 2019; Coelho & Romão, 2016; Ghosh et al., 2024; Hoffman & Schacter, 2024; Rice et al., 2011). For instance, Nygaard and Ormiston (2024) found that the transition from middle to high school had a significant negative impact on students’ overall SAEBRS scores (social, academic, and emotional risk-level), and that this impact was greater than the one incurred from the transition from elementary to middle school. Of the subscales examined, academic risk had the largest impact (d = 0.47), followed by emotional risk (d = 0.27), whereas social risk was not markedly impacted.

Students’ Apprehensions About Secondary School

Prior research indicates that when students move from primary to secondary school, they experience a range of apprehensions related to adapting to their new academic, school/environmental, and social setting (e.g., Jindal-Snape et al., 2020; Stiehl et al., 2023). Most commonly, students are concerned about the continuity of friendships (e.g., maintaining peer relationships, forming new friendships; Bagnall, 2020; Pratt & George, 2005; van Rens et al., 2019) and their social environment (e.g., new social connections, bullying, social status; Bagnall, 2020; Pratt & George, 2005; Rice et al., 2011; Stiehl et al., 2023; van Rens et al., 2019). Research has also shown that students worry about adjusting to a new school environment, including the prospect of a larger building, the presence of older students, changing classes, and getting lost (Rice et al., 2011; van Rens et al., 2019). Additionally, students have apprehensions about the expectations for academic performance, including the possibility of an increased workload (Rice et al., 2011; Stiehl et al., 2023).

Although some recent studies support the finding that students’ worries are often temporary and dissipate relatively quickly during the first year of high school (e.g., Jindal-Snape & Cantali, 2019; Lester et al., 2019), many recent studies also suggest that the presence of school-related fears in primary school can have a negative and potentially long-lasting impact on students’ well-being. A review by Evans et al. (2018) on the psychological impact of the primary-secondary school transition concluded that students who express a greater number of worries regarding the primary-secondary transition are less likely to have a positive transition than their peers with fewer worries. Many existing studies find that the symptoms associated with school-related fears and concerns can be detrimental to students’ psychological wellbeing (e.g., self-esteem, depression, anxiety, stress), school engagement (e.g., school satisfaction, connection to people at school, feelings of belonging) and academic achievement (e.g., grades, academic motivation, absenteeism; Evans et al., 2018; Grills-Taquechel et al., 2010; Jindal-Snape et al., 2020; Lester et al., 2019; Rice et al., 2011; Riglin et al., 2014; West et al., 2010).

Gender Differences in Students’ Apprehensions About Secondary School

Students’ fears about secondary school vary widely depending on personal factors, including gender (Högberg & Strandh, 2024; Rice et al., 2011; Vanlede et al., 2006). Some studies have shown that girls have more concerns than boys both before and after the school transition (e.g., Rice et al., 2011; van Rens et al., 2019). Findings from Högberg and Strandh (2024) also suggest that girls are significantly more likely to experience school-related stress than boys in grades 6 and 9, with school-related stress being greater in the later years. Additionally, findings from van Rens et al. (2019) suggest that, before shifting to secondary school, girls and boys emphasize different fears. Specifically, boys are more concerned about friendships and knowing someone in high school, while girls are most concerned about the general social environment, such as learning to make new friends and being accepted by others. Some research also suggests that compared to boys, girls are better at coping with the transition to secondary school (McGee et al., 2004).

Overall, while the literature that qualitatively examines what students are concerned about throughout the transition to secondary school is well established, little is known about what students are most concerned about. Additionally, while some studies have examined whether students’ top fears/concerns about secondary school differ between boys and girls (e.g., Rice et al., 2011; van Rens et al., 2019), few have empirically examined these differences. Further, as the existing literature is based on studies that were conducted in the United States and Europe, the generalizability of these findings to students in Canadian schools (given between-country cultural and political differences) is not known.

Positive Youth Development Model

The Positive Youth Development (PYD) model is an approach that aims to foster and support the growth and development of youth. Instead of focusing solely on addressing problems and risks (e.g., negative indicators), PYD emphasizes building upon youth’s strengths and providing opportunities for them to develop important life skills (Edwards et al., 2007). This model emphasizes the importance of positive relationships, supportive environments, and meaningful opportunities to thrive (Benson, 2003). The developmental assets framework of PYD represents a comprehensive and strengths-based approach to promoting the healthy development of adolescents (Edwards et al., 2007).

Benson’s developmental assets framework identifies a set of 40 positive qualities and characteristics that are crucial for the healthy development of youth. Developmental assets are strengths, both environmental (e.g., provided by the school context) and internal (e.g., personal qualities), that have been shown to improve students’ educational and life outcomes (Benson, 2003). The framework is divided into two categories, each with four broad factors of assets: external assets (i.e., support, empowerment, boundaries and expectations, constructive use of time) and internal assets (i.e., commitment to learning, positive values, social competencies, positive identity; Benson, 2003). See Edwards et al. (2007) or the Addendum of this manuscript for a full description of each asset factor. The literature suggests that when both external and internal assets are present in schools, students are more likely to have positive outcomes and less likely to engage in risky behaviors (Edwards et al., 2007; Leffert et al., 1998; Murphey et al., 2004; Scales, 2000; Sesma et al., 2005).

The application of PYD has been broadened over the last two decades to address the unique and growing challenges young people face today. While the core principles of PYD remain the same—fostering assets and strengths in youth to encourage positive outcomes—the framework incorporates mental health support (Lerner & Benson, 2003; Snyder & Lopez, 2007), violence prevention (Brown & Larson, 2009; Espelage & De La Rue, 2011), substance abuse education (Catalano et al., 2004), and trauma-informed care (Ford & Kidd, 2011), offering a more holistic approach to youth development in the face of contemporary crises.

Current Study

Using data collected from a sample of 784 grade 7 students (i.e., 12–13 years old) in British Columbia, Canada, this study uses a mixed methods approach to examine students’ concerns about high school before their transition to secondary school, the challenges they face several months after starting the transition process, and whether these concerns and challenges differ between boys and girls. The study has three main objectives: (1) using thematic content analysis, identify and describe the key areas in which students express concerns about the transition to secondary school, (2) quantitatively examine the prevalence of students’ concerns in each of the key areas identified in objective 1 before they transition to secondary school and examine differences in the concerns expressed by boys and girls, and (3) quantitatively examine the prevalence of students’ expressed challenges/difficulties in high school after they have made the transition to secondary school and examine differences by gender.

In Canada, public schools are regulated by the provinces (Government of Canada, 2022). As such, curriculums and standards vary by jurisdiction. Universally, most areas in Canada split schooling into primary (K-7), and secondary (8–12) school, and offer both French and English programs (EduCanada, 2023). In the two participating school districts, primary school includes kindergarten through grade 7, while grades 8 to 12 are considered secondary school. This means that students transfer to high school in 8th grade. The education system in British Columbia has a curriculum that centers around three core competencies: communication skills, critical and creative thinking skills, and personal and social competence (BC’s Curriculum, n.d.). It uses a “know-do-understand” model of learning, which seeks to ensure that students will “know” the content, be able to “do” the core competencies, and “understand” the big ideas outlined in each course description. It also makes efforts to incorporate Indigenous perspectives into both its content and pedagogical approach (Ministry of Education, n.d.).

Overall, this exploratory study aims to gain a qualitative understanding of the nature of what Canadian students are concerned about when it comes to secondary school and what difficulties they face in secondary school. It also seeks to quantitatively analyze the prevalence of these concerns and difficulties both as a whole and by gender. As mentioned above, the prevalence of students’ concerns around the transition to secondary school is considerably under-examined, especially in the Canadian context. As such, this mixed-method study addresses an important gap. By identifying what students are most concerned about, the findings of this study provide important insight into how the Canadian school system can address students’ most salient worries before their transition to secondary school, making the experience more positive for adolescents. Additionally, by examining the potential challenges and also identifying the elements that facilitate successful transitions, we can gain a deeper understanding of the overall landscape and create more effective strategies to support students in Canadian schools.

Method

Procedure

Participants for the current study were recruited from 31 primary schools (approximately 93 classrooms)¹ in metro Vancouver, British Columbia, Canada between Fall 2017 and Spring 2019. All grade 7 students in the 31 schools (~2,425 students)² were invited to participate in the study and were given a parent information package to take home. The parent package was translated (from English) into languages such as Punjabi, Tagalog, Chinese, and Vietnamese and was distributed as needed. The package provided details such as data confidentiality, voluntary participation, example survey questions, and a parental consent form. A repeated measures design was used to collect self-reported questionnaires from students at three time points: twice in their last year of primary school (Surveys 1 and 2) and again 6 months after the transition to secondary school (Survey 3). It is important to note that this data collection was part of a larger study evaluating the impact of an afterschool group mentoring program (YWCA Youth Education Programs (YEP)) on adolescents. For the purposes of the current study, only data from surveys 1 and 3 were used for analysis. The procedure for the administration of each of these surveys is described below. See Table A1 in the Appendix for the four cohorts of students, the survey administration schedule, and the sample size for each cohort.

Administration of Survey 1 took place during class time, wherein at least one trained research assistant³ provided a scripted explanation of the study and offered guidance to students on how to complete the survey. The survey was comprised of a combination of structured (closed-ended) and unstructured (open-ended) questions about various aspects of their school experience (e.g., friends, self-esteem/self-concept, fears/concerns about high school, school connectedness) and took approximately 20 to 30 min to complete. Participants were encouraged to complete the survey alone and to keep their answers private. In some cases, school staff assisted students with poor reading comprehension or learning disabilities. Written parental consent and student-informed assent forms were collected before the students completed Survey 1. Following the completion of Survey 1 a random draw was carried out in every classroom; the draw provided participants a chance to win one of two $20 Amazon gift cards. Healthy snacks, such as granola bars and juice boxes, were also provided for students.⁴

Six months after transitioning to secondary school, participants were contacted via email or mail (if the latter was available) to complete Survey 3, which was conducted online using SurveyMonkey survey software. To encourage participation, all students were rewarded with a $10 e-gift card of their choice (Starbucks, Indigo (a bookstore), or Amazon) for completing Survey 3. The study was reviewed and approved by the participating School Boards and the Research Ethics Board at Simon Fraser University.

Participants and Response Rates

A total of 798 students participated at baseline (Survey 1),⁵ while 205 students completed a survey at follow-up (Survey 3). This represents a 74% attrition rate from Survey 1 to Survey 3. The analytic sample used in the current study includes only those participants who responded to an open-ended question pertaining to their concerns about high school (described below).

Participant Characteristics

Participants’ demographic information is presented in Table 1 for the sample of 782 students who completed Survey 1. Table 1 also provides descriptive statistics by gender. Half of the students in the sample identified as female (52%) and the majority were from a non-white ethnic background (79%). Most participants reported being born in Canada (72%), having both biological parents in the same house (i.e., were married/common law; 83%) and having one or two siblings/stepsiblings (M = 1.5, SD = 1.2). On average, participants had changed elementary schools once (M = 0.7; SD = 1.1) and participated in extra-curricular activities once per week⁶ (M = 2.8; SD = 1.2). Over half of the students reported they were worried about being bullied at school (52%). Students also reported studying for an average of 1 hr on weeknights⁷ (M = 3.4; SD = 1.3).

Table 1.

Sample Characteristics.

Variable	Survey 1(N = 782)^a N (%)	Girls(n = 405)N (%)	Boys(n = 377)N (%)	Pearson chi-square/t-test (p-value)	Survey 3(N = 205)N (%)	Girls(n = 139)N (%)	Boys(n = 66)N (%)	Pearson chi-square/t-test (p-value)
Gender
Female	405 (51.8%)	—	—		139 (67.8%)	—	—
Male	377 (48.2%)				66 (32.2%)
Missing	0 (0.0%)			—	0 (0.0%)			—
Ethnicity
White	160 (20.5%)	85 (21.0%)	75 (19.9%)		41 (20.0%)	32 (23.0%)	9 (13.6%)
People of color	617 (78.9%)	315 (77.8%)	302 (80.1%)		162 (79.0%)	105 (75.5%)	57 (86.4%)
Missing	5 (0.6%)	5 (1.2%)	0 (0.0%)	χ² = 0.22, n.s.	2 (1.0%)	2 (1.5%)	0 (0.0%)	χ² = 2.61, n.s.
Biological parents live in the same house as you?
No	122 (15.6%)	60 (14.8%)	62 (16.5%)		23 (11.2%)	15 (140.8%)	8 (12.1%)
Yes	648 (82.9%)	338 (83.5%)	310 (82.2%)		180 (87.8%)	122 (87.8%)	58 (87.9%)
Missing	12 (1.5%)	7 (1.7%)	5 (1.3%)	χ² = 0.37, n.s.	2 (1.0%)	2 (1.4%)	0 (0.0%)	χ² = 0.06, n.s.
Were you born in Canada?
No	215 (27.5%)	125 (30.9%)	90 (23.9%)		47 (22.9%)	39 (28.1%)	8 (12.1%)
Yes	565 (72.3%)	278 (68.6%)	287 (76.1%)		157 (76.6%)	99 (71.2%)	58 (87.9%)
Missing	2 (0.3%)	2 (0.5%)	0 (0.0%)	χ² = 4.98, p = .03	1 (0.5%)	1 (0.7%)	0 (0.0%)	χ² = 6.56, p = .01
Are you ever afraid that someone will bully you at school?
No	348 (44.5%)	144 (35.6%)	204 (54.1%)		85 (41.4%)	51 (36.7%)	34 (51.5%)
Yes	404 (51.7%)	251 (62.0%)	153 (40.6%)		117 (57.1%)	88 (63.3%)	29 (43.9%)
Missing	30 (3.8%)	10 (2.5%)	20 (5.3%)	χ² = 32.28, p = .000	3 (1.5%)	0 (0.0%)	3 (4.6%)	χ² = 5.31, p = .02
	M (SD)	M (SD)	M (SD)	—	M (SD)	M (SD)	M (SD)	—
# siblings or step-siblings	1.5 (1.2)	1.6 (1.1)	1.5 (1.2)	t = 0.42, n.s.	1.3 (1.1)	1.4 (1.0)	1.4 (1.1)	t = 0.10, n.s.
# times changed schools	0.9 (1.1)	0.9 (1.0)	0.8 (1.1)	t = 0.71, n.s.	0.8 (1.0)	0.6 (1.0)	0.7 (1.0)	t = 0.81, n.s.
# days/week in extra-curricular activities	2.8 (1.2)	2.8 (1.2)	2.9 (1.2)	t = -1.33, n.s.	3.0 (1.2)	2.9 (1.2)	3.1 (1.3)	t = 1.09, n.s.
# hours/day studying	3.4 (1.3)	3.5 (1.3)	3.3 (1.3)	t = 2.41, p = .02	3.4 (1.2)	3.5 (1.2)	3.2 (1.2)	t = 1.45, n.s.

n.s. = not significant.

Two students in the sample only completed Survey 3. As such, although 782 students are included in the Survey 1 sample, a total of 784 individuals are included in the study.

Participant characteristics were similar between genders for most demographic items; however, some significant differences were noted. Significantly more boys said they were born in Canada (p < .05), more girls reported they were afraid of being bullied at school (p < .001) and girls spent more hours studying during the school week (p < .05). Similar demographics and gender differences were observed in the sample of students who completed Survey 3. See Table A2 in the Appendix for the comparison of Survey 3 “completers” and “non-completers.”

Measures

Several demographic questions regarding students’ gender, ethnicity, family structure, and participation in extra-curricular activities were asked in Survey 1. Qualitative data were collected through an open-ended question, with the aim of understanding students’ concerns about secondary school. Survey 1 asked students to “Please rank (in order) your biggest worries/concerns about high school” and Survey 3 asked students to indicate “What are the three most difficult parts about high school?” Three empty lines with (1), (2), and (3) were listed for each question, where students could write in their responses.

Analytic Approach

Student Demographics

Frequency counts and percentages were calculated for the demographic questionnaire items. Descriptive statistics were also calculated separately for boys and girls. Pearson’s chi-squared tests and independent-sample t-tests were used to determine whether there were statistically significant differences between boys and girls on any of the demographic questionnaire items (using a p < .05 significance level). Additionally, between-group comparisons were conducted to examine differences in characteristics between the sample of students who completed Survey 3 (“completers”) and those who did not (“non-completers”).

Data Preparation and Analysis

A mixed methods approach was used to analyze the data, combining thematic content analysis for qualitative coding and text analysis for quantitative coding. Thematic content analysis was used to generate thematic categories, which were subsequently used in the text analysis to empirically analyze the prevalence of students’ concerns and differences between the categories by gender. By using both methods in tandem, the overall analysis was enhanced, providing a more comprehensive understanding of students’ concerns/difficulties with secondary school. Each approach that was used in the mixed methods analysis is described below.

Thematic Content Analysis

Responses to the two open-ended questions (i.e., “Please rank (in order) your biggest worries/concerns about high school” and “What are the three most difficult parts about high school?”) were recorded word-for-word in a Microsoft Excel spreadsheet. Glaser and Strauss’ (1967) constant comparative method of qualitative analysis was used to specify theoretical concepts in the data. The constant comparative method for qualitative analysis was chosen because it is suitable for various kinds of qualitative information and allows for potential validation through quantitative methods (Glaser & Strauss, 1967). Additionally, inductively coding the data into categories as they emerged from the data, rather than imposing predetermined categories, enabled responses to be categorized based on the best fit for the data, potentially resulting in a greater number of conceptual categories with richer and more accurately specified data.

First, the constant comparative method involved coding the data to identify as many categories of analysis as possible, focusing on the manifest content of the responses. As the “lower level” conceptual categories (sub-themes) were identified, we defined and refined the properties and dimensions of each category to make sure that each was distinct from the others. As the coding process progressed, each student’s responses were categorized and compared with others to validate the appropriateness of the classifications. Additional categories were introduced or merged as needed until no new categories emerged, signifying saturation. Next, constant comparison was used to identify similarities and differences among the “lower level” categories and to integrate them into “higher level” categories. Upon completion of all modifications, including the reclassification of responses and the refinement of category names as necessary, the “lower level” categories were consolidated into smaller sets of higher-level concepts, which are referred to herein as themes. To ensure the accuracy and consistency of the coding, a second researcher reviewed and validated the coding of themes and sub-themes with respect to content and coherence. In the event of any disagreements, both reviewers deliberated until a consensus was reached. As a final validity check, both reviewers randomly selected 20% of the rows in the Excel spreadsheet and reviewed/validated the codes.

It is important to note that the first author on this manuscript served as a volunteer with the YWCA YEP in 2016. Being in this role gave her a unique perspective of the stressors that students experience before transitioning to high school. This made it important for her to carefully think about her own biases and preconceived ideas during the qualitative analysis and practice reflexivity when thematically coding the data. Because she was not a neutral researcher, she had to ensure that her prior knowledge and anecdotal experiences with the program participants at one elementary school did not influence her interpretation of the data. Throughout the coding process, she questioned whether her interpretations were being influenced by her anecdotal experiences or external conversations.

Text Analysis

Student responses were analyzed through text analysis, a technique used to gain insights into the properties of written content (Frey et al., 1999). This approach involves methods such as word frequency, with the aim of observing, describing, and interpreting the information conveyed through text (Frey et al., 1999). In the current study, text analysis was used to examine the frequency with which participants referenced sub-themes and themes.

Students’ Concerns/Difficulties with Secondary School Before and After the Transition

Pearson chi-square tests and Fisher’s exact tests were conducted to examine whether any significant differences (p < .05) could be identified between genders with respect to concerns about/difficulties with secondary school. To be included in the analysis, a minimum level of saturation (i.e., at least 10 mentions of a certain fear/concern at one time point) was required for each sub-group. Additionally, Wilcoxon rank-sum tests (for unmatched, non-normally distributed continuous data) were used to compare the mean number of total concerns for each theme (p < .05) between genders. All analyses were conducted using Stata/SE 17.

Results

Students’ Concerns About Secondary School

Several common thematic groupings of students’ concerns about secondary school emerged from the participants’ responses. Subthemes were classified into six main themes (1) friendships, (2) social dynamics, (3) academics, (4) school environment, (5) crime/delinquency, and (6) managing time and priorities. Each theme is briefly described below. Table 2 displays the themes, subthemes, and example responses provided by participants. For each theme, an “other” category was also included to capture responses that fell into that theme but did not fit into a specific sub-theme category.

Table 2.

Thematic Groupings of Students’ Worries/Concerns about Secondary School.

Theme	Sub-theme	Example responses
Friendships	Friends (unspecified)	Friends
	Losing friends	Losing the friends I have; I’m scared that I’ll lose the friends I have
	Making friends	Making new friends; I’m worried about how I’ll make friends
	Being split up from friends	Most of my friends are going to different schools; Being in the same class as my friends; Being separated from my friends
	Drama	Drama/gossiping; Getting into “drama”
	Other	Friend problems; Not having a strong bond with my friends; Friends changing their personality
Social	Peer pressure	Pressure into smoking or doing drugs; Pressure from my peers
	Fitting in	Fitting in with other students; Not fitting in
	Being alone	Being by myself; Being lonely/loneliness
	Bullying	Being bullied; Bullies
	Popularity	Being cool/popular
	Socializing/meeting new people	My sociability; Meeting new people
	Other students at the school	Upperclassmen; Weird students
	Other	Embarrassing myself in front of the class; Social life
Academic	Homework/workload	A lot of homework; More challenging homework
	Group projects	Doing group projects
	Grades/failing	Not getting good grades; I’m worried I’ll fail a class/test
	Tests/studying	Lots of tests; Studying for tests
	Classes	Classes; Understanding math and other subjects; What classes to pick
	Paying attention in class	Focusing in class; Staying on task
	Presentations/public speaking	Talking in front of the class; Doing presentations
	Pressure/expectations to do well	Pressure to get good grades; Expectations from my teachers to be smart
	Planning for future (e.g., university)	Grade 12; That I won’t learn enough to be successful; When I graduate I won’t know what to do with my life
	Other	Getting into mini school; My work ethic
School environment	Teachers (unspecified)	Teachers
	Strict/mean teachers	Mean teachers; Strict teachers
	Finding classes/getting lost	Getting lost in school; Not being able to find my classes
	Locker	Not knowing how to use the lockers; Locker combination/locks
	Adjusting to high school environment	Transitioning classes; Getting used to block rotations
	Extra-curricular activities	Not making a sports team; Not being able to participate in sports
	Getting in trouble	Getting kicked out of class; Detention
	Other	The bathrooms; Lockdowns; Consequences
Crime/delinquency	Fights/violence	Getting into fights; Getting jumped/robbed
	Substance use	Drugs; Vaping; Drinking
	Gangs	Gangs; Someone asking me to join a gang
	Theft	People stealing my stuff; Things getting stolen
	Safety walking to school	Walking to school by myself and someone talking to me; Riding my bike to school alone
	Other	Getting kidnapped; Rape
Managing time and priorities	Stress/anxiety	The amount of stress I’m going to have; How stressed I will get in school because of the workload
	Organization/time management	Getting all my work done on time; Organizing my things
	Balancing school with activities	Balancing homework and extra-curricular activities
	Sleep/waking up early	Waking up on time; Getting up early in the morning; Lack of sleep
	Being late	Being late for class; Getting to school on time
	Other	Scheduling conflicts; Making sure I have everything I need

Friendships

This theme is centered around the various worries that students have about their friends or social circle. The theme comprises of five sub-themes, as shown in Table 2. The responses under this theme are related to concerns about losing friends, making new friends, being separated from existing friends due to different schools or classes, and dealing with drama and gossip within their friend group.

Social Dynamics

The social dynamics theme revolves around the general social environment that students experience and comprises seven sub-themes that are related to the social realm of high school. These sub-themes include peer pressure, fitting in, being alone or lonely, bullying, popularity, socializing or meeting new people, and other students at the school (e.g., older students).

Academics

This theme covers various aspects of students’ responses regarding their schoolwork and academic performance. After analyzing the data, nine sub-themes were identified, including the amount of homework or difficulty of the workload, conducting group projects, academic success, or failure (e.g., getting good grades, failing), the number of tests and studying for tests, difficulty understanding the class material, focusing in class, presentations and public speaking, academic performance expectations derived from peers, parents, or teachers, and planning for the future (e.g., students’ views on their future academic and career plans).

School Environment

The theme of school environment reflects students’ concerns regarding different aspects of the environmental context of high school. There are seven sub-themes, which encompass being exposed to mean or strict teachers, locating classes or getting lost, problems unlocking their locker, adapting to the structure of high school (e.g., transitioning between classes, block rotations), participating in extra-curricular activities (e.g., being selected for the basketball team), and facing disciplinary consequences.

Crime/Delinquency

The theme of crime/delinquency covers five different sub-themes related to deviance and safety in high school. These include fights/violence (e.g., physical altercations), substance use (e.g., drugs, alcohol, smoking/vaping), the presence of gangs and gang-related activities, theft of personal belongings, and safety while traveling to and from school.

Managing Time and Priorities

This theme focuses on students’ concerns regarding time management and prioritization in high school. It encompasses various sub-themes, including stress and anxiety associated with the demands of high school, the challenges of staying organized and managing time effectively to meet deadlines and complete tasks, the struggle to balance schoolwork with extracurricular activities, the importance of getting enough sleep and waking up early, and arriving to school on time for classes.

Students Concerns About Secondary School Before the Transition

Across the group of 782 participants who completed Survey 1, students reported the highest mean number of concerns in the Academics domain (M(SD) = 1.2(0.8)). This means that, on average, every student in the sample identified at least one of the Academics sub-themes as a top area of concern. The sub-thematic concerns most frequently cited by students include the amount/difficulty of homework (60%), grades/failing (35%), bullying (25%), losing friends (19%), and making friends (23%). See Table 3.

Table 3.

Students’ Worries/Concerns about Secondary School Before the Transition.

Theme	Sub-theme	Full sample(N = 782)	Boys(n = 377)	Girls(n = 405)	Pearson chi-square/Wilcoxon rank-sum (p-value)
Friendships	Friends (unspecified)	21 (2.7%)	10 (2.7%)	11 (2.7%)	χ² = 0.00, n.s.
	Losing friends	149 (19.1%)	55 (14.6%)	94 (23.2%)	χ² = 9.41, p = .002
	Making friends	177 (22.6%)	66 (17.5%)	111 (27.4%)	χ² = 10.93, p = .001
	Being split up from friends	14 (1.8%)	6 (1.6%)	8 (2.0%)	χ² = 0.16, n.s.
	M concerns (SD)	0.5 (0.6)	0.4 (0.6)	0.6 (0.6)	z = −5.24, p = .000
	Range (min.-max.)	0–4	0–4	0–2	z = −5.24, p = .000
Social	Peer pressure	109 (13.9%)	53 (14.1%)	56 (13.8%)	χ² = 0.01, n.s.
	Fitting in	99 (12.7%)	37 (9.8%)	63 (15.3%)	χ² = 5.33, p = .02
	Being alone	98 (12.5%)	30 (8.0%)	68 (16.8%)	χ² = 13.90, p = .000
	Bullying	196 (25.1%)	106 (28.1%)	90 (22.2%)	χ² = 3.61, n.s.
	M concerns (SD)	0.7 (0.7)	0.6 (0.7)	0.7 (0.7)	z = −1.65, n.s.
	Range (min.-max.)	0–3	0–3	0–3	z = −1.65, n.s.
Academic	Homework/workload	473 (60.5%)	254 (67.4%)	219 (54.1%)	χ² = 14.45, p = .000
	Grades/failing	277 (35.4%)	118 (31.3%)	159 (39.3%)	χ² = 5.41, p = .02
	Tests/studying	128 (16.4%)	64 (17.0%)	64 (15.8%)	χ² = 0.20, n.s.
	Classes	49 (6.3%)	26 (6.9%)	23 (5.7%)	χ² = 0.49, n.s.^a
	Paying attention in class	1 (0.1%)	0 (0.0%)	1 (0.3%)	Fisher’s Exact, p = 1.00
	M concerns (SD)	1.2 (0.8)	1.26 (0.9)	1.18 (0.8)	z = 1.23, n.s.
	Range (min.-max.)	0–4	0–4	0–4	z = 1.23, n.s.
School environment	Teachers (unspecified)	56 (7.2%)	38 (10.1%)	18 (4.4%)	χ² = 9.33, p = .002
	Mean/strict teachers	10 (1.3%)	4 (1.1%)	6 (1.5%)	Fisher’s Exact, p = .75
	Finding classes/getting lost	97 (12.4%)	41 (10.9%)	56 (13.8%)	χ² = 1.57, n.s.
	Locker	65 (8.3%)	32 (8.5%)	33 (8.2%)	χ² = 0.03, n.s.
	Adjusting to high school environment	23 (2.9%)	13 (3.5%)	10 (2.5%)	χ² = 0.66, n.s.
	Extra-curricular activities	16 (2.1%)	12 (3.2%)	4 (1.0%)	χ² = 4.70, p = .03
	M concerns (SD)	0.4 (0.6)	0.4 (0.6)	0.32 (0.6)	z = 2.01, p = .04
	Range (min.-max.)	0–3	0–3	0–3	z = 2.01, p = .04
Crime/delinquency	Fights/violence	42 (5.4%)	28 (7.4%)	14 (3.5%)	χ² = 6.06, p = .01
	Substance use	16 (2.1%)	4 (1.1%)	12 (3.0%)	Fisher’s Exact, p = .08^a
	M concerns (SD)	0.1 (0.3)	0.1 (0.3)	0.1 (0.3)	z = 0.95, n.s.^a
	Range (min.-max.)	0–2	0–2	0–2	z = 0.95, n.s.^a
Managing time and priorities	Stress/anxiety	11 (1.4%)	6 (1.6%)	5 (1.2%)	Fisher’s Exact, p = .77
	Organization/time management	14 (1.8%)	2 (0.5%)	12 (3.0%)	Fisher’s Exact, p = .01
	Being late	27 (3.5%)	12 (3.2%)	15 (3.7%)	χ² = 0.16, n.s.
	M concerns (SD)	0.1 (0.3)	0.1 (0.2)	0.1 (0.3)	z = −1.58, n.s.
	Range (min.-max.)	0–2	0–1	0–2	z = −1.58, n.s.

n.s. = not significant.

There is a significant difference (p < .05) between students who completed the survey in the Fall versus the Spring.

Gender Differences in Students’ Concerns Before the Transition

Several statistically significant differences in students’ concerns about secondary school were observed between boys and girls; see Table 3. With respect to the Friendships domain, more girls than boys reported being worried about losing friends in secondary school (23% vs. 15%; χ² = 9.41, p = .002), as well as making new friends (27% vs. 18%; χ² = 10.93, p = .001). The mean number of total concerns about the Friendships domain was also significantly higher for girls (z = −5.24, p < .001). In regard to the Social domain, significantly more girls said they were concerned about fitting in (15% vs. 10%; χ² = 5.33, p = .02) and being alone (17% vs. 8%; χ² = 13.90, p < .001) in secondary school compared to boys.

For Academics, more boys were concerned about the homework/workload (67% vs. 54%; χ² = 14.45, p < .001), while significantly more girls reported that they were worried about their grades/failing (39% vs. 31%; χ² = 5.41, p = .02). With respect to the School Environment, more boys said they were worried about high school teachers⁸ (10% vs. 4%; χ² = 9.33, p = .002) and extra-curricular activities (3% vs. 1%; χ² = 4.70, p = .03). The mean number of total concerns about the School Environment was also significantly higher for boys (z = 2.01, p = .04). For Crime/Delinquency, more boys than girls were concerned about fights/violence (7% vs. 3%; χ² = 6.06, p = .01), while for the theme of Managing Time and Priorities, more girls were worried about organization/time management (3% vs. 1%; Fishers’ Exact p = .01).⁹

Overall, these results offer insight into the distinct concerns and priorities of students shortly before their transition to secondary school. The data shows that girls’ concerns are mostly centered around their social life and relationships with peers, while boys’ concerns are more varied. These findings highlight the importance of recognizing gender differences and how they influence students’ experiences and expectations in secondary school.

Students Difficulties with Secondary School After the Transition

A total of 205 students completed the survey after they transitioned to secondary school. After reflecting on their first semester of high school, a considerable number of students indicated that Academics was the most challenging thing about high school. In particular, 52% of students said they thought the homework/workload was the most difficult thing, 37% noted tests/studying, and 37% said getting good grades/failing. See Table 4.

Table 4.

Students’ Difficulties/Concerns with Secondary School After the Transition.

Theme	Sub-theme	Full sample(N = 205)	Girls(n = 139)	Boys(n = 66)	Chi-square p-value
Friendships	Friends (unspecified)	10 (4.9%)	6 (4.3%)	4 (6.1%)	Fisher’s exact p = .73
	Losing friends	32 (15.6%)	20 (14.4%)	12 (18.2%)	χ² = 0.49, n.s.
	Making friends	38 (18.5%)	28 (20.1%)	10 (15.2%)	χ² = 0.74, n.s.
	Being split up from friends	2 (1.0%)	1 (0.7%)	1 (1.5%)	Fisher’s exact p = .54
	M concerns (SD)	0.4 (0.6)	0.5 (0.6)	0.4 (0.6)	z = −0.30, n.s.
	Range (min.-max.)	0–2	0–2	0–2	z = −0.30, n.s.
Social	Peer pressure	16 (7.8%)	11 (7.9%)	5 (7.6%)	Fisher’s exact p = 1.00
	Fitting in	27 (13.2%)	21 (15.1%)	6 (9.1%)	χ² = 1.42, n.s.
	Being alone	20 (9.8%)	14 (10.1%)	6 (9.1%)	χ² = 0.49, n.s.
	Bullying	8 (3.9%)	5 (3.6%)	3 (4.6%)	Fisher’s exact p = .71
	M concerns (SD)	0.4 (0.6)	0.4 (0.6)	0.4 (0.6)	z = −0.83, n.s.
	Range (min.-max.)	0–2	0–2	0–2	z = −0.83, n.s.
Academic	Homework/workload	107 (52.2%)	70 (50.4%)	37 (56.1%)	χ² = 0.58, n.s.
	Grades/failing	68 (33.2%)	49 (35.3%)	19 (28.8%)	χ² = 0.84, n.s.
	Tests/studying	75 (36.6%)	54 (38.9%)	21 (31.8%)	χ² = 0.95, n.s.
	Classes	15 (7.3%)	8 (5.8%)	7 (10.6%)	χ² = 1.55, n.s.
	Paying attention in class	10 (4.9%)	3 (2.2%)	7 (10.6%)	Fisher’s exact p = .01
	M concerns (SD)	1.4 (0.9)	1.4 (0.9)	1.4 (1.0)	z = −0.01, n.s.
	Range (min.-max.)	0–3	0–3	0–3	z = −0.01, n.s.
School environment	Teachers (unspecified)	22 (10.7%)	16 (11.5%)	6 (9.1%)	χ² = 0.27, n.s.
	Strict/mean teachers	9 (4.4%)	6 (4.3%)	3 (4.6%)	Fisher’s exact p = 1.00
	Finding classes/getting lost	9 (4.4%)	6 (4.3%)	3 (4.6%)	Fisher’s exact p = 1.00
	Locker	12 (5.9%)	7 (5.0%)	5 (7.6%)	Fisher’s exact p = .53
	Adjusting to high school environment	17 (8.3%)	11 (7.9%)	6 (9.1%)	χ² = 0.08, n.s.
	Extra-curricular activities	1 (0.5%)	1 (0.7%)	0 (0.0%)	Fisher’s exact p = 1.00
	M concerns (SD)	0.4 (0.6)	0.4 (0.6)	0.3 (0.5)	z = 0.24, n.s.
	Range (min.-max.)	0–2	0–2	0–2	z = 0.24, n.s.
Crime/delinquency	Fights/violence	4 (2.0%)	1 (0.7%)	3 (4.6%)	Fisher’s exact p = .10
	Substance use	4 (2.0%)	1 (0.7%)	3 (4.6%)	Fisher’s exact p = .10
	M concerns (SD)	0.04 (0.2)	0.02 (0.2)	0.09 (0.3)	z = 1.88, n.s.
	Range (min.-max.)	0–2	0–1	0–2	z = 1.88, n.s.
Managing time and priorities	Stress/anxiety	10 (4.9%)	7 (5.0%)	3 (4.6%)	Fisher’s exact p = 1.00
	Organization/time management	24 (11.7%)	17 (12.2%)	7 (10.6%)	χ² = 0.11, n.s.
	Being late	3 (1.5%)	2 (1.4%)	1 (1.5%)	Fisher’s exact p = 1.00
	M concerns (SD)	0.3 (0.5)	0.3 (0.5)	0.3 (0.6)	z = −0.98, n.s.
	Range (min.-max.)	0–3	0–2	0–3	z = −0.98, n.s.

n.s. = not significant.

Gender Differences in Students’ Difficulties After the Transition

No statistically significant differences were observed between genders, except for the sub-theme of “paying attention in class.” Compared to girls, more boys reported that they found it difficult to stay focused or pay attention in class (11% vs. 2%; Fisher’s exact p = .01). Overall, these findings suggest that male and female students face similar challenges during their first semester of secondary school. These findings imply that the difficulties experienced by students after they move to secondary school may be attributed to factors other than gender, such as the school environment, teaching methods, or other individual-level factors, such as school engagement (e.g., Evans et al., 2018).

Discussion

For most Canadian adolescents, transitioning to a new school for secondary education is a typical experience. Though common, this change can be daunting and result in challenges or anxieties as students navigate new academic, structural, and social environments. This exploratory study analyzed data from 782 Canadian primary school students regarding their concerns about secondary school and assessed a subset of 205 students about the difficulties they were experiencing after their first semester of high school. The findings presented herein align with existing literature which show that students tend to have a range of concerns about transitioning to secondary school.

Our findings highlight six key areas in which students had concerns: (1) friendships, (2) social dynamics, (3) academics, (4) school environment, (5) crime/delinquency, and (6) managing time and priorities. These findings are consistent with research into students’ fears and concerns regarding high school (e.g., Jindal-Snape et al., 2020). These results are an important contribution to the literature as, to the best of our knowledge, no published research has investigated Canadian students’ concerns about high school. Additionally, the school transition context in this study (i.e., in which students move directly from elementary school to high school in grade 8), is less common than in most of the existing literature on school transition in North America, where students typically transfer to high school in grade 9 (e.g., Honetschlager, 2020; Jewell, 2018; Pandina et al., 2015). As such, these findings offer valuable insight into the experience of students within this specific school structure.

This study also advances our understanding of adolescents’ needs in British Columbia during the school transition period, as understanding students’ challenges and needs can help educators identify what developmental assets may be missing in schools and inform them about what assets need to be strengthened. Based on the findings from the content analysis, it appears that certain key developmental assets may be lacking in schools and/or communities. For example, students’ challenges with friendships and adjusting to the school environment could indicate a lack of the external asset “support.” Similarly, students’ difficulties with social dynamics may reflect a need to enhance the internal asset factor “social competence.” Concerns about crime or delinquency may point to a deficit in the external asset “empowerment” or developing the internal asset “positive values” and/or “positive identity.”

These assets play a crucial role in shaping students’ success in school and helping to protect students from risky behaviors and promote positive development. By recognizing and building upon these assets, schools and educators can help empower youth, foster their resilience, and create environments that facilitate their overall positive development and success. Teachers and educators can promote asset development in classrooms by including asset-focused elements in lesson plans and creating group activities to encourage individual asset building (Lerner & Benson, 2003). Interventions/programs that focus on developing both internal and external assets could also benefit students (Burkhard et al., 2020; Waid & Uhrich, 2020). These supports can help reduce stress and its associated symptoms for students who are dealing with challenging school situations (Edwards & Mumford, 2005).

The findings from the text analysis show that primary school students have varying concerns about high school, with some worries being more prevalent than others. Before making the transition, students are most worried about academics and friend-related issues in high school, with few concerns about crime and delinquency-related issues, or about managing their time and priorities. The distinction between academic risk and emotional risk is important to consider. Academic risk involves factors that may negatively impact a person’s academic performance, such as falling grades, difficulties with coursework, or lack of academic motivation. Emotional risk refers to potential negative impacts on an individual’s emotional well-being, such as stress, anxiety, or mental health challenges. Understanding and recognizing both types of risk can help in providing appropriate support and interventions. Considering the importance of some of these assets to positive youth development, addressing these missing protective factors in the school context should be of high importance.

While it is important to identify and examine the areas in which students express the most concern, it may be equally important to understand what students are not overly worried about. For example, if an intervention program aims to address primary students’ concerns about high school, our findings suggest that it may not be useful to focus on topics of crime/delinquency, as students are generally not very worried about these issues (e.g., <5% of the sample expressed concerns about this topic). Alternatively, knowing what students are not concerned about can also highlight areas that need attention (i.e., asset building) before students move to high school. For example, our analysis shows that in primary school, many students did not express concerns about organization and time management in high school. While it is possible that students were not concerned about this topic because they were confident in their organization and time management skills, it is also possible that the limited concern is due to a lack of awareness of the increased need for better organization and time management skills in high school. Overall, knowing the nature and prevalence of students’ concerns about high school can be useful for developing interventions that can more effectively help students anticipate what to expect in high school (such as transitions programs focused on this issue which target students in the last year of elementary school), strengthen the appropriate developmental assets, prepare them with appropriate skills and coping strategies, and ultimately lead to a more positive high school experience.

The between-gender analyses of students’ concerns about secondary school before the transition yielded several notable findings. For instance, the findings suggest that girls put greater emphasis on concerns about friendships (i.e., making friends, losing friends), social relationships (i.e., fitting in, being alone), managing time/priorities (i.e., being organized and managing their time), and some aspects of academics (i.e., grades/failing) compared to boys. Conversely, boys tend to prioritize concerns about the school environment (i.e., teachers, extra-curricular activities), crime/delinquency (i.e., fights/violence), and some aspects of academics (i.e., homework/workload) at higher rates than girls. The finding that some concerns about secondary school vary significantly by gender is important because previous claims about gender differences with respect to students’ fears/concerns about high school have not been substantively supported with empirical analyses. These findings also underscore the importance of considering the unique gendered experiences of students when addressing the primary-secondary school transition. In light of these findings, future research should explore gender-specific factors that may impact students’ experience with the transition to secondary school. For example, research could examine how social context and gendered expectations may shape the way male and female students perceive and navigate the transition to secondary school. By doing so, the gendered experiences of students can be better understood and addressed in interventions.

Altogether, recognizing the worries that primary students have about high school is important, as research has shown that adolescents who express a higher degree of worry and anxiety about the transition to high school are more likely to experience a poorer transition compared to their peers (Evans et al., 2018). This could be due to several factors, such as a lack of coping mechanisms to deal with change, a lack of support from family and friends, or difficulty adjusting to new surroundings or routines. Addressing these concerns may facilitate a smoother transition for adolescents; in addition, by pinpointing the unique concerns of students of different genders/gender identities, steps can be taken to address these issues appropriately for each group. Considerable research indicates that facilitating youths’ developmental asset-building is an effective approach to enhancing student outcomes (Aspy et al., 2004; Lerner & Benson, 2003; Murphey et al., 2004).

Finally, our findings show that many students find it challenging to adapt to the academic demands of high school. These demands include getting good grades, dealing with an increased workload, understanding difficult homework, and studying for several tests each week. These findings are consistent with existing research which indicates that (1) many students are not adequately prepared to handle the academic demands of secondary school (West et al., 2010), and (2) students experience a decline in academic growth/attainment immediately following the transition to secondary school (Evans et al., 2018). These findings highlight the importance of equipping students with the academic skills and work habits necessary to make a smooth transition to secondary education, as they often face significant academic challenges before, during, and after their first semester of secondary school. Another method of building developmental assets for students is to provide them with increased academic support (Rhodes & Roffman, 2003). A growing body of research indicates a correlation between coping skills and adolescents’ behavioral and academic adjustment in school. For instance, good coping skills have been significantly linked to improvements in academic and behavioral adjustment at school (Chua et al., 2015; Skinner et al., 2016). Considering the potentially negative and long-lasting impacts of academic challenges in high school (e.g., Evans et al., 2018), it is important to help students build the relevant developmental assets so they can learn how to navigate and cope with the academic demands of secondary school and avoid negative consequences of academic disengagement such as reduced engagement in learning, increased absenteeism, and drop out (Evans et al., 2018).

Duchesne et al. (2012) purport that providing adolescents with support and resources to transition into secondary school is essential for their social, academic, and emotional adaptation. High school transition programs that focus on positive youth development are one such resource. These programs aim to ease the move from primary to secondary school by providing activities that help students navigate the challenges associated with transition (Blackwell, 2008). School transition programs typically include activities for youth that address pertinent challenges/common stressors experienced by adolescents during the shift to high school, such as interpersonal relationships, social skills, academic success, and school procedures (e.g., Joyner, 2014; Roybal et al., 2014). Some research suggests that providing students with adequate support and resources can help them build the appropriate developmental assets, help them adjust to the new environment and navigate through the changes and challenges that come with transitioning to secondary schools (e.g., Topping, 2011).

Future research should examine the extent to which students’ concerns about secondary school, and the subsequent difficulties that they experienced post-transition, are influenced by person-level factors other than gender (e.g., peer relationships, school engagement, academic self-efficacy), as well as environmental-level factors (e.g., teachers, classroom climate, school structure, parental support; Evans et al., 2018). Additionally, as research indicates that non-binary and gender minority youths encounter more difficulties with social and academic adjustment (Colvin et al., 2019; Durbeej et al., 2019; Kelley et al., 2022; Kosciw et al., 2018), future research should include other genders in their examination of students’ concerns about school and the difficulties they encounter after the move to secondary school. Finally, more research is needed to investigate whether transition programs (or other interventions that support students who are beginning high school) can effectively address and alleviate students’ concerns.

Limitations

There are some limitations associated with the data used in the current study. First, the study sample is restricted to the experiences of adolescents in metro Vancouver who generally make the transition from primary to secondary education after the seventh grade (i.e., 12–13 years of age). This may limit the external generalizability of the findings to other populations, such as those students who transfer to secondary school in the ninth grade. Additionally, it is important to note that only two students who participated in the study identified as a gender other than male or female. As a result, it was not possible to analyze the group of students who did not identify as either male or female. It is important to acknowledge that the findings presented in this study may not be applicable to youth of all genders. It is also worth noting that students were asked to share their main (top 3) concerns about high school, not all their concerns. It is possible that the distinction between “what” concerns versus “most” concerns students impacted the results, and our findings might have differed if students were asked to list “all” their concerns.

Second, due to the attrition from Survey 1 to Survey 3, the analyses herein were not conducted on a matched sample of participants and it is likely that the follow-up sample is not representative of the baseline sample. Although it would have been interesting to compare students’ pre-transition concerns with their post-transition experiences in high school, this would only have been possible with a small subset of the sample. Additionally, some significant differences were found in the characteristics of those who completed Survey 3 and those who did not (i.e., students who completed Survey 3 participated in extra-curricular activities in primary school more days per week, however it is not clear what impact extra-curricular activities might have on students concerns about high school; see Table A2 in the Appendix). Although the impact of these differences on the findings is unknown, it is possible that some of the findings of the post-transition difficulties with high school (i.e., Survey 3) can be attributed to attrition bias.

Notably, the methodology that is used in this study does not control for spuriosity or potentially confounding variables, nor does it consider common variables that are likely to be connected to both student’s concerns and their experience in high school. For instance, the analyses do not account for potential confounding variables of the influence of significant persons in the adolescents’ life, such as those at school (e.g., teachers, coaches, or counselors) or those at home (e.g., parents, siblings, or other caretakers), who can identify and suggest skills to use when dealing with or addressing worries. Other confounding factors that may have affected students’ responses include the influence of social media on adolescents’ levels of concern and their ability to navigate significant life changes, the imaginary audience (e.g., students might think their peers approve of certain actions), epistemological loneliness (e.g., where adolescents believe they are the only ones with certain thoughts and emotions), adolescent fable (e.g., a feeling of invincibility), and disorienting dilemmas (e.g., critical turning points caused by trauma, sudden events, or harsh disappointments that can lead adolescents off course).

Last, it is important to note that the students completed their surveys during different times in the school year; approximately half of the sample (two cohorts) completed Survey 1 in the Fall semester of grade 7 and two cohorts completed Survey 1 in the Spring semester of grade 7. The survey administration schedule may have impacted what students reported as their top concerns about secondary school. Further, it is worth noting that the phrasing of the open-ended survey question about students’ concerns about high school differed across the survey time points (i.e., on Survey 1 students were asked to “Please rank (in order) your biggest worries/concerns about high school” while on Survey 3 students were asked to indicate “What are the three most difficult parts about high school?”). The variation in the phrasing means that the findings do not represent an assessment of change in students’ concerns before, during, and after the transition to secondary school. Rather, the findings present insight into what grade 7 students are most worried about with respect to the looming prospect of high school, and what high school students find to be the most challenging parts about high school several months into the transition process.

Conclusion

The transition from primary to secondary school is often a challenging experience for students. According to some studies, many students still struggle with secondary school after the first year (Jindal-Snape & Foggie, 2008; Rice et al., 2011; West et al., 2010). This can lead to a range of academic and motivational issues, as well as disconnecting from peers and disengagement from school altogether (Bru et al., 2010; Waters et al., 2012). As demonstrated in the current study, the prospect of transition to secondary school leads to some feelings of anxiety and apprehension for most students. Further, some of these apprehensions vary significantly between boys and girls. To avoid any negative outcomes associated with a challenging transition to high school, it is essential for educational institutions to recognize and address the challenges that students encounter during their transition to high school. However, educators need to do more than just identify challenges. Schools can play a leading role in promoting both external and internal asset-building. Strengthening these assets may improve students’ transition to secondary school and help them develop resilience. Offering support and resources well in advance can help students overcome their apprehensions and adjust seamlessly to the new high school environment. However, it is important to note that using PYD features with students may not always lead to better outcomes. Rather, if not careful, it can falsely appear that adding these features rids students of worries or problems as they go through changes when that is not the case. Finally, our findings are consistent with previous research which suggests that high school comes with increased academic demands, which can be overwhelming for many students if they are not adequately prepared. Providing students with academic assistance, such as tutoring or mentorship programs to help them develop skills and strategies for academic success, can help students better navigate these challenges and thrive academically.

Footnotes

Appendix

Table A2.

Difference Between Survey 3 Completers and Non-Completers.

Characteristic	Full sample (N = 784)^a	Completed FU survey (n = 205)	Non-completers (n = 579)	Difference between completers and non-completers
Characteristic	Full sample (N = 784)^a	Completed FU survey (n = 205)	Non-completers (n = 579)	Test statistic	p-value
Gender				χ² = 28.53	.000
Female	406 (51.8%)	139 (67.8%)	267 (46.1%)
Male	378 (48.2%)	66 (32.2%)	312 (53.9%)
Ethnicity				χ² = 0.020	.888
White	160 (20.4%)	41 (20.0%)	119 (20.6%)
People of color	619 (79.0%)	162 (79.0%)	457 (78.9%)
Missing	5 (0.6%)	2 (1.0%)	3 (0.5%)
Biological parents live in the same house as you?				χ² = 4.14	.042
No	122 (15.6%)	23 (11.2%)	99 (17.1%)
Yes	650 (82.9%)	180 (87.8%)	470 (81.2%)
Missing	12 (1.5%)	2 (1.0%)	10 (1.7%)
Were you born in Canada?				χ² = 2.90	.089
No	216 (27.6%)	47 (22.9%)	169 (29.2%)
Yes	566 (72.3%)	157 (76.6%)	409 (70.6%)
Missing	2 (0.3%)	1 (0.5%)	1 (0.2%)
Are you ever afraid that someone will bully you at school?				χ² = 1.97	.161
No	349 (44.5%)	85 (41.4%) 117	264 (45.6%)
Yes	405 (51.7%)	(57.1%)	288 (49.7%)
Missing	30 (3.8%)	3 (1.5%)	27 (4.7%)
	M (SD)	M (SD)	M (SD)	—	—
# siblings or step-siblings	1.5 (1.2)	1.4 (1.1)	1.6 (1.2)	t = 2.07	.039
# times you have changed schools	0.9 (1.1)	0.8 (1.0)	0.9 (1.1)	t = 0.81	.421
Number of days per week in extra-curricular activities	2.8 (1.2)	3.0 (1.2)	2.8 (1.2)	t = -2.29	.022
# hours/day studying	3.4 (1.3)	3.4 (1.2)	3.4 (1.3)	t = 0.40	.692

Two students only completed Survey 3, as such, the total number of students in the full sample is 784.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Jessica Bouchard

Notes

Addendum

Author Biographies

Jessica Bouchard is a Research Scientist at the New Brunswick Institute for Research, Data and Training. Her work primarily focuses on examining the impact of prevention-focused programs in the fields of crime/delinquency, health, and education.

Jennifer Wong is a Professor in the School of Criminology at Simon Fraser University. Her work employs applied, quantitative, and qualitative methods to study issues of delinquency/crime prevention and intervention, focusing primarily on evaluation and policy analysis in the areas of crime prevention and crime control policy.

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