There is a need for further research on the way children can be partners in the transition process and how they can inform other stakeholders. We conclude that children and their parents are not well represented in the decision making and in the interventions that provide information to the other stakeholders. Little evidence is found on interventions that focus on partnership or cooperation between parents, children and schoolteachers. However, there is a gap in exchanging information. It shows the importance to involve all stakeholders in the transition process. Our findings suggest that, although their perspectives differ, positive relationships between the stakeholders in the transition process-schools, children and their parents-can help to improve the challenges presented by the transition. These are interventions which, in contrast to the usual information about curriculum and test results, focus on what children report about the transition. This review examines 30 empirical studies on the effects of interventions to ease the transition process. Although information from children and their parents about what concerns them can contribute to a smooth transition, this information is rarely shared during the transfer to secondary school. A problematic transition can have both short- and long-term consequences. For children, the transition from primary to secondary school is sometimes difficult.
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