Student wellbeing drops after move to high school

The move from primary to secondary school is a major transition for many children, marked by new environments, new peers and increasing expectations. But while the jump signals growing up and greater independence, it also triggers a significant decline in student wellbeing, according to new research from Adelaide University.

In a study tracking more than 20,000 South Australian students as they moved from primary to secondary school, researchers found wellbeing declined across every measured domain, including happiness, optimism, perseverance, emotional regulation, cognitive engagement and life satisfaction, while sadness and worry increased.

Researchers also found that negative impacts could persist for more than two years after the move, with some student cohorts – females and students residing in remote areas – experiencing greater declines than their male and city counterparts. 

Importantly, because the study tracked two cohorts of students who simultaneously started secondary school in 2022 – one transitioning at Year 7 and the other at Year 8 – researchers were able to show that the wellbeing decline was independent of the developmental changes often associated with adolescence.

Published in the Journal of Child Psychology and Psychiatry, the study analysed more than 104,000 wellbeing records collected through the South Australian Well-being and Engagement Collection census between 2019 and 2025.

Lead researcher and PhD candidate Adelaide University’s Mason Zhou said the study challenges the long-held belief that poorer wellbeing is a simply a natural part of the teenage years.

“People often assume that declines in wellbeing are simply a normal part of growing up, but our findings suggest the transition to secondary school plays a much larger role than previously understood,” Zhou said.

“We know the move to a new school can be challenging. Students are adapting to unfamiliar environments, navigating new social structures, and meeting more demanding academic expectations while often leaving behind close friends and familiar adults.

“But too often, poor wellbeing in the early teenage years is dismissed as part of normal development. Our research suggests the transition itself is a major driver of these wellbeing declines.

“The findings are clear: every aspect of student wellbeing is affected by the move from primary school to secondary school, with poorer wellbeing persisting well beyond the first year of high school.”

Researchers said the findings highlight the need to rethink how schools support students transitioning into high school, particularly as many programs focus heavily on the first few weeks or months of secondary school.

Co-researcher Adelaide University’s Professor Dot Dumuid said the transition to high school should be viewed as more than just an academic milestone.

“Transition support cannot end after orientation week,” Prof Dumuid said.

“Our findings show that for many students, wellbeing challenges don’t disappear after the first term or even the first year of high school. In some cases, students may continue to struggle for two years or more after starting secondary school.

“That means schools need to think about transition support as an ongoing process, rather than a short-term program delivered at the beginning of Year 7.

“We need continued monitoring and support throughout the early years of secondary school, particularly for students who may be more vulnerable to declining wellbeing.

“If schools, families and policymakers can recognise these risks early and work together to respond, we have a much better chance of protecting young people’s mental health over the long term.”

………………………………………………………………………………………………………………………………………………..

Media contacts:

Mason Zhou, School of Allied Health and Human Performance Adelaide University. E: mason.zhou@adelaide.edu.au

Prof Dot Dumuid, School of Allied Health and Human Performance Adelaide University. E: dot.dumuid@adelaide.edu.au

Annabel Mansfield, Senior Media Adviser Adelaide University. T: +61 479 182 489 E: Annabel.Mansfield@Adelaide.edu.au