Chapter 14: Navigating the Transition to Adolescence and Secondary School: A Critical Evaluation of the Impact of Peer Support

The early adolescent years are marked by a confluence of change, including biological, psychological, and social developments, as well as the move from primary to secondary school. Research suggests that this transitional period can be challenging and potentially disruptive to adolescent functioning, placing those who are unable to successfully negotiate the changes into a downward spiral that can eventuate in declining self-concepts, school failure, premature school dropout, and maladaptive psychological functioning. Awareness of the problems facing adolescents has led to the promotion of school-based intervention strategies to help students maintain positive self-concepts and overcome their adjustment difficulties. This is particularly important as the early adolescent years have been identified as a critical turning point for many youth, one of the last real opportunities to affect their educational and personal trajectory. In this chapter, we summarize our research attesting to the promising nature of peer support in orchestrating positive self-concepts and other desirable outcomes for early adolescents. We begin the chapter with a review of research substantiating the view that the transition to adolescence and secondary school is problematic for many adolescents, followed by evidence suggesting how peer support programs may serve to ease this transition.