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Co-Transitioning Peers Impact the Continuation of Victimization across the Transition from Primary to Secondary School

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Title: Co-Transitioning Peers Impact the Continuation of Victimization across the Transition from Primary to Secondary School
Language: English
Authors: J. Loes Pouwels (ORCID 0000-0002-9586-392X), Yvonne H. M. van den Berg (ORCID 0000-0002-9833-7722), Hilde Colpin (ORCID 0000-0003-3712-2709), Antonius H. N. Cillessen (ORCID 0000-0002-5884-907X), Tessa A. M. Lansu (ORCID 0000-0003-2419-0315)
Source: Social Development. 2026 35(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Peer Relationship, Victims, Bullying, School Transition, Elementary School Students, Secondary School Students, Foreign Countries, Student Behavior, Friendship, Longitudinal Studies
Geographic Terms: Netherlands
DOI: 10.1111/sode.70047
ISSN: 0961-205X
1467-9507
Abstract: The present two-wave longitudinal study examined the stability of self- and peer-reported victimization across the transition from primary to secondary school and the role of children's peer group in this stability. A total of 193 students from 36 primary school classrooms in the Netherlands (60% boys; M[subscript age] T1 = 12.16 years) were followed as they transitioned into 37 secondary school classrooms. Their level of victimization before and after the transition was determined using self-reported questionnaires and peer nominations. We further determined whether any of their primary school classmates transitioned to the same classroom in secondary school, and if so, whether these co-transitioning peers were friends in primary school, as determined by peer nominations. Multilevel analyses revealed that self-reported victimization was stable if students co-transitioned to the secondary school classroom without peers, but not if they co-transitioned with peers, regardless of the friendship relation with them. In contrast, peer-reported victimization tended to be stable across all groups. However, it was more stable among students with co-transitioning non-friends than among those with a co-transitioning friend or without co-transitioning peers. Practical implications are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495776
Database: ERIC
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  Data: Co-Transitioning Peers Impact the Continuation of Victimization across the Transition from Primary to Secondary School
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  Data: <searchLink fieldCode="AR" term="%22J%2E+Loes+Pouwels%22">J. Loes Pouwels</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9586-392X">0000-0002-9586-392X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yvonne+H%2E+M%2E+van+den+Berg%22">Yvonne H. M. van den Berg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9833-7722">0000-0002-9833-7722</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hilde+Colpin%22">Hilde Colpin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3712-2709">0000-0003-3712-2709</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antonius+H%2E+N%2E+Cillessen%22">Antonius H. N. Cillessen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5884-907X">0000-0002-5884-907X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tessa+A%2E+M%2E+Lansu%22">Tessa A. M. Lansu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2419-0315">0000-0003-2419-0315</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Social+Development%22"><i>Social Development</i></searchLink>. 2026 35(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22School+Transition%22">School Transition</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1111/sode.70047
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  Data: 0961-205X<br />1467-9507
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  Data: The present two-wave longitudinal study examined the stability of self- and peer-reported victimization across the transition from primary to secondary school and the role of children's peer group in this stability. A total of 193 students from 36 primary school classrooms in the Netherlands (60% boys; M[subscript age] T1 = 12.16 years) were followed as they transitioned into 37 secondary school classrooms. Their level of victimization before and after the transition was determined using self-reported questionnaires and peer nominations. We further determined whether any of their primary school classmates transitioned to the same classroom in secondary school, and if so, whether these co-transitioning peers were friends in primary school, as determined by peer nominations. Multilevel analyses revealed that self-reported victimization was stable if students co-transitioned to the secondary school classroom without peers, but not if they co-transitioned with peers, regardless of the friendship relation with them. In contrast, peer-reported victimization tended to be stable across all groups. However, it was more stable among students with co-transitioning non-friends than among those with a co-transitioning friend or without co-transitioning peers. Practical implications are discussed.
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  Data: 2026
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        Value: 10.1111/sode.70047
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      – Text: English
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        PageCount: 10
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      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Victims
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      – SubjectFull: Bullying
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      – SubjectFull: School Transition
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Longitudinal Studies
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