The transition from primary to secondary school is characterised by multiple substantial changes in children's physical, organisational, social, and pedagogical environments. Adjusting to these changes can be difficult, and problems doing so can have serious and wide-ranging long-term consequences. Currently it is not clear for educators, policy makers and researchers which programs and practices to prepare and support students are most efficacious, feasible to deliver, and suitable for different student populations. This review systematically identified and evaluated published experimental and quasi-experimental studies of school-based interventions to improve student social-emotional (i.e., peer-relationships, self-concept, mental health) and educational (i.e., school engagement, academic achievement) outcomes following primary-secondary transition. Searches were conducted across five bibliographic databases (ERIC, ERC, PsycINFO, CINAHL and Web of Science Core Collections), several program databases and research registers, in February 2022. A total of 26 studies met inclusion criteria. Overall, the review found most interventions had positive effects on at least one relevant transition adjustment outcome. However, there is a need for replication across different educational contexts, consistent measurement of outcomes, and use of more rigorous evaluation methods. The evidence presented in this review will inform decisions about the design or selection, implementation and further evaluation of primary-secondary transition interventions. In turn, this should lead to better social-emotional and educational outcomes for students, and may reduce some of the inequities exacerbated by a difficult transition to secondary school.

从小学到中学的过渡的特点是儿童的身体、组织、社会和教学环境发生了多重重大变化。适应这些变化可能很困难，而且这样做出现的问题可能会产生严重且广泛的长期后果。目前，教育工作者、政策制定者和研究人员尚不清楚哪些为学生做好准备和支持的项目和实践最有效、最可行且适合不同的学生群体。本综述系统地识别和评估了已发表的关于学校干预措施的实验和准实验研究，以改善学生的社会情感（即同伴关系、自我概念、心理健康）和教育（即学校参与、学业成就）中小学过渡后的结果。2022 年 2 月，对五个书目数据库（ERIC、ERC、PsycINFO、CINAHL 和 Web of Science 核心合集）、多个项目数据库和研究登记册进行了检索。共有 26 项研究符合纳入标准。总体而言，审查发现大多数干预措施对至少一项相关的转型调整结果产生积极影响。然而，需要在不同的教育背景下进行复制，对结果进行一致的衡量，并使用更严格的评估方法。本次审查中提出的证据将为有关中小学过渡干预措施的设计或选择、实施和进一步评估的决策提供信息。反过来，