1. Coffey et al., 2013; Jindal-Snape et al., 2005; Maras & Aveling, 2006
2. Jindal-Snape, 2016
3. Topping, 2011
4. Galton, 2010; Galton et al., 1999
5. Stage-Environment fit refers to the developmental stage and associated needs of a child/young person and to the extent the school (or home) environment is aligned to it.
6. Eccles et al., 1993; Jindal-Snape, 2016; Jindal-Snape & Miller, 2008
7. Alexander, 2010
8. References within papers, additional papers on that topic within journals and searching for well-known scholars’ work.
9. Toma, M., Morris, J., Kelly, C., & Jindal-Snape, D. (2014). The impact of art attendance and participation on health and wellbeing: Systematic literature review. Glasgow: Glasgow Centre for Population Health.
10. KIDSCREEN, a measure of QoL, has10 dimensions of QoL: physical well-being, psychological well-being, mood and emotions, self-perceptions, autonomy, family relationships, relationships with friends, school environment, bullying and financial resources.
11. Teacher bonding in this study was measured using three items, namely, teachers treat pupils fairly, how often pupils have trouble getting along with their teachers and whether teachers care about them.
12. School concerns during the transition included, amongst others, difficulties with size of school, different teachers, the amount of work. Peer concerns during the transition included difficulties with bullying and making friends.
13. Lack of fit is defined as a mismatch between adolescents’ developmental needs and the school environment
14. Bronfenbrenner (1979, 1992) conceptualised ecological systems theory in terms of the proximal and distal systems ranging from those closest to the individual (such as parents) to those most remote (such as national policy). These systems from proximal to distal are the microsystem, mesosystem, exosystem, and macrosystem. Chronosystem was added at a later date to represent effect of time on all other ecological systems (Jindal-Snape, 2016).
15. Please note this is the terminology used in the study which is not in line with our definition of transitions as an ongoing process.