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This study explores the expectations and experiences of the transition from primary to secondary school, using data from 98 Dutch primary education children. We focus on gender differences in the child's point of view on the ease of transition. The results show that, before the transition, children are mostly worried about the continuity of relationships. Boys mostly think it is important to know someone at secondary school, while girls are particularly interested in the social environment. After the transition most children realise that they have underestimated the social emotional aspect. Many felt unprepared to handle the new social environment independently and were dependent on external support to feel at home at their new school.

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.

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