[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595033-105":59,"doc-detail-595033-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transition-to-high-school-added-risk-factors","Transition to High School: Added Risk Factors","","This refereed article examines how the transition from middle school to high school can be shaped by social, emotional, and behavioural changes that students must navigate under new academic and assessment demands. It highlights how undetected student needs, limited parental engagement, and reduced regulated learning can increase failure risk. Timely teacher and guardian identification of needs—paired with supportive engagement, effective classroom environments, and resilience modeling—promotes smoother adjustment and academic success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transition-to-high-school-added-risk-factors/595033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transition-to-high-school-added-risk-factors/595033.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What risks can increase during the transition to high school?","Question",{"text":112,"@type":113},"Undetected student needs, lack of parental engagement, and difficulty adapting to new demands can contribute to a negative transition and higher risk of failure. Poor coping and lowered belonging can also worsen outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can teachers and guardians improve the transition experience?",{"text":117,"@type":113},"Teachers and guardians can intervene in a timely manner by identifying student needs and providing support and engagement. Recognizing and validating student changes, building a welcoming environment, and modeling resilience help students adjust.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does collaboration between middle school and high school matter for programming placement?",{"text":121,"@type":113},"If teachers cannot collaborate to discuss student needs and planned adaptations, students may be placed into the wrong programming. Misplacement increases stress and frustration and can be experienced as a lack of support and understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595033,1792080312,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nTransition to High School: Added Risk Factors  \nNicole Harwood  \nAbstract  \nFor many students, the journey from middle school to high school is marked by significant social, emotional, and behavioural changes. Undetected student needs and lack of parental engagement can contribute to a negative transition experience. When students struggle to adapt to new challenges and demands without supports, they are at a greater risk of failure. Although the transition to high school can be a formidable time, when teachers and guardians intervene in a timely manner by identifying student needs and providing support and engagement, there is an increased likelihood of smooth adjustment and academic success.  \nThe transition from middle school to high school can be a daunting experience. Social, emotional, and behavioural changes make it challenging for students to adjust to a new environment (Longobardi et al. , 2016) . If their academic abilities and needs are not detected early, they can be placed into the wrong programming. Lack of parental engagement can also contribute to a negative transition experience, leading to reduced student regulated learning (SRL) and lower achievement levels (Thomas et al. , 2019) . The passage from middle school to high school can be a critical factor in projecting a student’s overall success, and must not be overlooked by educational systems.  \nIdentifying and Responding to Changes  \nThe transition from grade 8 to grade 9 can pose to be a very challenging period marked by socio-emotional changes, friendship changes, and academic changes (Benner et al. , 2017) . During this transition, a student’s adaptive motivation and achievement goals can also be put to the test (YoonJung & Kim, 2019), with students reporting that they have more expectations placed upon them, with commensurate added responsibilities (Corbett, 2019) . Additional factors include moving away from friends and family in home communities, navigating a new school, the development and loss of friendships, adjustment to new teachers, faster paced curriculums, and new ways of assessment such as a credit-based acquisition system.  \nNot all students cope well with the challenges, stressors, and anxiety that can accompany the transitional changes from middle school to high school. Poor mental toughness can make a student’s transition a debilitating experience (St. Clair-Thompson et al. , 2016), and can create apprehension over grades (Strand, 2020) . Adolescents can perceive imminent school transition as a threat, while others may perceive it as a challenge (Roder & Muller, 2020) . High school transition may also trigger a decreased sense of school belonging and an increased sense of depression and loneliness for students who have fewer friendship supports (Benner et al. , 2017) . When students transition to a new school, they may lack trust and express hesitancy in reaching out for support as a result of previous negative school experiences (Yeager et al. , 2020) . It is critical that teachers are cognizant of the many changes and additional risk factors that can impede a student from experiencing a smooth transition to high school.  \nEducators who recognize and validate the changes and challenges that students face during their transitional journey to high school will be more successful in supporting their students during this vulnerable period (Longobardi et al. , 2016) . Students who have the required tools to cope are more successful at controlling their emotions and physical symptoms of anxiety, and are more likely to have a positive transition (St. Clair-Thompson et al. , 2016) . In addition to teaching individual social competencies and academic skills, teachers can benefit by  \nstriving to establish a welcoming environment and a positive classroom management style (Roder & Muller, 2020) . Teachers and support staff can model resilience and perseverance, and assist students in setting goals in order to help boost their ment","cbCaikSJLtTjtXAV","https://ap.wps.com/l/cbCaikSJLtTjtXAV","pdf",218824,"English","# Abstract\n# Identifying and Responding to Changes\n## Transition challenges and added risk factors\n# Effective Communication and Programming\n## Collaboration, correct placement, and support systems","[{\"question\":\"What risks can increase during the transition to high school?\",\"answer\":\"Undetected student needs, lack of parental engagement, and difficulty adapting to new demands can contribute to a negative transition and higher risk of failure. Poor coping and lowered belonging can also worsen outcomes.\"},{\"question\":\"How can teachers and guardians improve the transition experience?\",\"answer\":\"Teachers and guardians can intervene in a timely manner by identifying student needs and providing support and engagement. Recognizing and validating student changes, building a welcoming environment, and modeling resilience help students adjust.\"},{\"question\":\"Why does collaboration between middle school and high school matter for programming placement?\",\"answer\":\"If teachers cannot collaborate to discuss student needs and planned adaptations, students may be placed into the wrong programming. Misplacement increases stress and frustration and can be experienced as a lack of support and understanding.\"}]","Transition to High School: Added Risk Factors | PDF"]