Skip to content
Be You home
Log in Register for free
  • Home
  • About

    What is Be You?

    Be You provides educators with professional development, tools and resources to support mental health and wellbeing in early learning services and schools.
    • Organisations involved
    • Evidence base
    • History of Be You
    • Education Voices
    • News and updates
    • Research and evaluation

    Be You Stories

    Discover how educators from early learning services and schools across Australia are implementing Be You.

    Be You became the missing piece in our wellbeing strategy

    Supporting authentic engagement with First Nations communities

    Immediate support Help

    If you are concerned about someone at risk of immediate harm, call 000 or go to your nearest hospital emergency department.
    • Support helplines
    • Be You suicide response

    Be You implementation support

    Explore how Be You can support you and registered Be You Learning Communities.
    • Be You Consultants
    • Frequently asked questions
    • Contact us
  • Get started

    How to get started

    Not sure where to start? Our tailored handbooks have essential information for starting your Be You journey.
    • Educators
    • Wellbeing teams and Action Teams
    • Leadership teams
    • Pre-service educators
    • Tertiary professionals

    Register yourself

    Access free accredited professional learning modules and other resources.

    Register your community

    Is your early learning service or school registered with Be You? Be You Learning Communities can access Be You Consultants, tools and resources to support a whole-setting approach to mental health and wellbeing.
  • Courses

    Track your Professional Learning

    • Access our free learning modules.
    • Track and log your professional learning hours.
    • Discover tools and resources to put your learning into action.
    Log in Register for free

    Professional Learning

    Explore our accredited learning modules to build your skills, knowledge and confidence in mental health and wellbeing.

    • Mentally Healthy Communities

      Learn about mental health and how to create thriving learning communities.

    • Family Partnerships

      Build relationships with families to support mental health and wellbeing.

    • Learning Resilience

      Explore social and emotional learning and how to embed it in your practice.

    • Early Support

      Notice early signs, have sensitive conversations and provide support.

    • Responding Together

      Plan for critical incidents, learn about trauma and support recovery.

    Evidence and accreditation

    Explore the evidence behind Be You Professional Learning and how it aligns with national education standards.
    • National standards
    • Accreditation
    • Supporting evidence

    Planning for Implementation

    Five short modules exploring the Be You Implementation Cycle and how it can support you to create a mentally healthy learning community.
    • Planning for Implementation modules
  • Resources

    Immediate support Help

    If you are concerned about someone at risk of immediate harm, call 000 or go to your nearest hospital emergency department.
    • Support helplines
    • Be You suicide response

    Wellbeing toolkits

    Wellbeing tools for children and young people

    Wellbeing tools for educators

    Wellbeing tools for leaders

    Resource topics

    • Educator wellbeing

    • Cultural responsiveness and First Nations perspectives

    • Suicide prevention and response

    • Disability inclusion

    • Natural disaster response

    Wellbeing toolkits

    Wellbeing tools for children and young people

    Wellbeing tools for educators

    Wellbeing tools for leaders

    Implementation tools

    • Tools for Action Teams
    • BETLS Observation Tool
    • Mental Health Continuum
    • Programs Directory

    Fact Sheets

    • Child and adolescent development
    • Grief, trauma and critical incidents
    • Mental health issues and conditions
    • Mental health support
    • Communication and relationships
    • Social and emotional learning
    • Wellbeing and stress management
  • Events

    Explore Be You events

    Join our online events to learn about mental health and wellbeing topics, enhance your practice and support your engagement with Be You.

    Upcoming events

    Hear from Be You Consultants and subject matter experts talking about a range of topics.
    • Early learning
    • Primary
    • Secondary

    Event recordings

    Have you missed an event? Would you like to learn more about a particular topic? Check out our recorded events.
    • Be You Virtual Conference
Log in Register for free Immediate support Help
  1. Child and adolescent development

The transition from primary to secondary school

Transition strategies must consider that for many children the move to secondary school coincides with puberty.
Three primary school aged students walking together with their arms around each other's shoulders. A colourful chalk art wall is in the background.

The importance of a successful transition

A positive start to secondary school has long-lasting benefits.

Young people who experience a positive transition into their new school are more likely to:

  • feel comfortable, relaxed and valued
  • feel excited and motivated to learn
  • have good relationships with others
  • develop a sense of belonging within the school community. 

This positive start can make a big difference to young people’s school engagement, learning and wellbeing. For an introduction to transitions, see Transitions in learning communities.

  • Understanding behaviour

    The primary to secondary transition involves several changes.

    The move into secondary school is one of the most significant transitions in a child’s education. 

    It involves various changes, including:

    • changes in the physical environment
    • new rules and procedures 
    • changes in relationships with peers, teachers and family
    • more structured learning, with a variety of teachers and different learning environments to get used to. 
    This transition coincides with puberty.

    At around the same time as the move to secondary school, children experience biological and emotional changes as they go through puberty (usually between 8 and 13 years in girls; with boys starting about six to 12 months later in this range). 

    The physical, social and emotional changes associated with puberty have a strong effect on children and young people’s relationships with friends, families and educators. This period of adolescent development is also related to emotions and behaviours that can lead to difficulties at school.
     
    The timing of puberty at around the same time as the move to secondary school can make this a particularly demanding transition for some young people.
     
    Common feelings and concerns
    Children often have strong feelings about moving into secondary school. They may feel excitement about the prospect of going to a new school, as well as nervousness about what lies ahead. 
     
    Many children may also feel sad or angry about leaving their current school and the positive relationships they’ve established with educators and friends. Common concerns include:
    • losing old friends and making new friends
    • being bullied
    • getting lost and getting to class on time
    • remembering what books and other equipment is needed for each class
    • following a timetable
    • dealing with different educators
    • homework.
    Girls generally have greater concerns than boys about the transition. The good news is that these concerns lessen in the first year at their new school for most boys and girls 
     
    Some children find the transition can be overwhelming and need extra support.
    Some warning signs that children may be experiencing difficulty include:
    • withdrawal or difficulty participating in class discussions
    • exhibiting low confidence or self-esteem
    • increased avoidance of tasks
    • having a short temper or behavioural outbursts
    • difficulties with maintaining friendships 
    • being socially isolated.
  • Trusting and supportive relationships

    Strong relationships between children, their families and educators enhance the wellbeing of children.

    Primary and secondary schools should aim to develop effective transition policies. A genuine sense of partnership can help build understanding of each environment and help transfer information about students and families from one school to another. Here are some key points to consider:

    • Establish, train and support a team of key people to coordinate transition practices.
    • Establish and maintain relationships with wider school community networks and families.
    • Ensure policies and practices reflect, and include, community diversity.

    How can primary schools support a smooth transition?

    Transition support and activities should start 12–24 months before students begin secondary school, with primary and secondary schools communicating in a handover process. 

    Some effective strategies to help support the transition include the following: 

    • Primary school educators can prepare all children for the transition – beginning in the year or years before moving schools. Strategies include talking to students about secondary school, visits from secondary school staff and students, as well as visits to the new school from the primary school.
    • Teach students how to recognise their feelings and where to go if they feel they need help. Providing general problem-solving skills will help students during the transition, and beyond.
    • Secondary school educators can help students settle into their new environment with orientation activities, such as study skills workshops, campus tours and identifying support resources, such as the student counsellor and year, in the secondary school.
    • Educators can use the BETLS tool to observe behaviour to identify students at risk of a poor transition and subsequent disengagement from school. Research shows that primary school educators are good at identifying which students are likely to encounter difficulties with the transition to secondary school.
    • Educators can connect with families – families have rich information about their child’s needs, which can inform planning of programs and strategies for individual students. Giving families suggestions for how they can support and develop their child’s social and emotional skills, coping and help-seeking strategies can also be helpful.
    Some students need extra support and personalised strategies during times of transition.

    Vulnerable students may be at increased risk of social and emotional problems and disengagement from school at this time. 

    Additional and personalised supports may be required for certain students, for example children who are homeless (or at risk of homelessness) or students living with a chronic illness or a disability. 

  • References

    Blakemore, S. J. & Mills, K. L. (2014) Is adolescence a sensitive period for sociocultural processing? Annual review of psychology, 65, 187-207.

    Catholic Education Commission of Victoria. (2015). Transition for students with diverse needs. Retrieved from:http://www.cecv.catholic.edu.au/getmedia/6190a38b-f536-4c30-9cc1-de95a8fc6668/Transition-students-diverse-needs.aspx?ext=.pdf

    Evans-Whipp, T., Mundy, L., Canterford, L., & Patton, G. (2017). Student wellbeing, engagement and learning across the middle years. Retrieved from https://docs.education.gov.au/documents/student-wellbeing-engagement-and-learning-across-middle-years

    Hanewald, R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teacher Education, 38(1), Article 5. doi:http://dx.doi.org/10.14221/ajte.2013v38n1.7

    Hopwood, B., Hay, I., & Dyment, J. (2016). The transition from primary to secondary school: Teachers' perspectives. Australian Educational Researcher, 43(3), 289-307.

    Mundy, L. K., Canterford, L., Tucker, D., Bayer, J., Romaniuk, H., Sawyer, S., . . . Patton, G. (2017). Academic performance in primary school children with common emotional and behavioral problems. Journal of School Health, 87(8), 593-601.

    Neal, S., Rice, F., Ng-Knight, T., Riglin, L., & Frederickson, N. (2016). Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety. Journal of Adolescence, 50, 31-43. doi:10.1016/j.adolescence.2016.04.003

    Rice, F., Frederickson, N., & Seymour, J. (2011). Assessing pupil concerns about transition to secondary school. British Journal of Educational Psychology, 81(2), 244-263.

    Waters, S., Lester, L., & Cross, D. (2014). Transition to secondary school Expectation versus experience. Australian Journal of Teacher Education, 58(2), 153-166.

    Zeedyk, M. S., Gallacher, J., Henderson, M., Hope, G., Husband, B., & Lindsay, K. (2003). Negotiating the transition from primary to secondary school - Perceptions of pupils, parents and teachers. School Psychology International, 24(1), 67-79.

  • External links

    Raising Children Network – Starting Secondary School

    Student Wellbeing Hub – Podcast on the middle years

    State and Territory government transitions resources 

    Australian Capital Territory Department of Education – Careers, Transitions and VET

    Government of South Australia – Starting primary school

    Government of Western Australia, Department of Education – Transitioning through school

    New South Wales Government Department of Education – School transitions

    Northern Territory Government Department of Education – Transitioning to school package

    Queensland Government Department of Education – Transitions to school

    Victorian Department of Education and Training – Enrolment, attendance and transitions

Resources

  • Transition from primary to secondary school (486 KB, PDF)
  • In Focus webinar: Transitions  - preparing children and young people for change
  • Be You Professional Learning - Partner module - Developing partnerships with families 
0%

Partner

Family Partnerships

0 mins

Partner with families through positive relationships.

Learn more

Last updated: March, 2025

    • What is Be You?
    • Be You Stories
    • Immediate support
    • Be You implementation support
    • How to get started
    • Register yourself
    • Register your community
    • Professional Learning
    • Track your Professional Learning
    • Evidence and accreditation
    • Planning for Implementation
    • Resource topics
    • Wellbeing toolkits
    • Implementation tools
    • Fact Sheets
    • Explore Be You events
    • Upcoming events
    • Event recordings
  • Delivered by
    • Beyond Blue home
  • In collaboration with
    • Early Childhood Australia home
    • Headspace home
  • Funded by
    • Logo - Department of Health and Aged Care
  • Follow us

    • Facebook
    • Instagram
    • LinkedIn
    • Youtube
    • Twitter
  • Contact us
  • Terms of use
  • Privacy
  • Privacy collection statement

Copyright © 2025 Australian Government

Aboriginal and Torres Strait Islander flags

Be You acknowledges the Traditional Owners of the Land on which we work. We pay our respects to Elders past and present, and extend our respect to all Elders and Aboriginal and Torres Strait Islander Peoples across Australia.