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Although previous studies have examined the impact of school transition on autistic students, no studies thus far have examined whether the impacts experienced are similar across different neurodivergent populations. In this paper, we examined how the transition to secondary school affects anxiety experienced by autistic children, children with Down syndrome (DS) and Williams syndrome (WS). Sixty\u2010one parents completed an online survey at two time\u2010points, answering questions about their neurodivergent child's anxiety, adjustment, well\u2010being, skills, and experiences of the transition to secondary school. The children themselves completed a short interview, which included completing a set of standardised measures with a researcher. Both neurodivergent children and parents expressed concerns about bullying and adjustment to new environments during transition from primary to secondary school. Although wide variability was found in our sample, no significant differences were revealed in the overall levels of parent\u2010reported anxiety pre\u2010 and post\u2010transition. However, different factors predicted anxiety during pre\u2010 and post\u2010school transition. The impact of these findings for theory and practice are discussed.<\/jats:p>","DOI":"10.1002\/jcv2.12262","type":"journal-article","created":{"date-parts":[[2024,8,13]],"date-time":"2024-08-13T12:36:04Z","timestamp":1723552564000},"source":"Crossref","is-referenced-by-count":11,"title":["Anxiety during transition from primary to secondary schools in neurodivergent children"],"prefix":"10.1002","volume":"5","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5767-5426","authenticated-orcid":false,"given":"Vassilis","family":"Sideropoulos","sequence":"first","affiliation":[{"name":"Department of Psychology and Human Development IOE UCL's Faculty of Education and Society University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Olympia","family":"Palikara","sequence":"additional","affiliation":[{"name":"Department of Education Studies University of Warwick  Coventry UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elizabeth","family":"Burchell","sequence":"additional","affiliation":[{"name":"Department of Education Studies University of Warwick  Coventry UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maria","family":"Ashworth","sequence":"additional","affiliation":[{"name":"Department of Psychology and Human Development IOE UCL's Faculty of Education and Society University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jo","family":"Van Herwegen","sequence":"additional","affiliation":[{"name":"Department of Psychology and Human Development IOE UCL's Faculty of Education and Society University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,8,13]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"crossref","unstructured":"American Psychiatric Association. 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