{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,21]],"date-time":"2026-10-21T06:42:11Z","timestamp":1792564931658,"version":"4.5.0"},"reference-count":71,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T00:00:00Z","timestamp":1792454400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T00:00:00Z","timestamp":1792454400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JCPP Advances"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>The impact of transition from primary to secondary education for neurodivergent children is an area where research, though emerging, has not yet produced consistent or conclusive findings. By adopting a neurodiversity\u2010informed framework, we conducted a systematic review of empirical studies examining the child\u2010reported impact of this transition on psychosocial and mental health outcomes amongst neurodivergent children such as autistic, children with developmental language disorder, and children with Down syndrome (DS). Six databases (PubMed, PsycInfo, Scopus, Web of Science, ASSIA, and Google Scholar) were searched from 1995 to July 2026. The review followed the preferred reporting items for systematic reviews and meta\u2010analyses (PRISMA) guidelines for transparent reporting. Of the 488 records identified, only 10 studies met the inclusion criteria: longitudinal empirical studies with comparison groups, including minimum two timepoints before and after the transition from primary to secondary school, with child\u2010reported psychosocial, mental health, or wellbeing data. Study quality was assessed using the quality appraisal checklist. Given substantial heterogeneity across studies, a narrative synthesis following synthesis without meta\u2010analysis (SWiM) guidelines was conducted. Key gaps in the existing literature include the near\u2010total absence of co\u2010produced or participatory research designs, underrepresentation of specific neurodivergent groups (e.g.,\u00a0children with Williams syndrome and DS), and failure to examine intersectional factors such as ethnicity and socioeconomic status as moderators of transition\u2010related outcomes. Findings on the impact of transition on mental health were mixed and inconclusive, while psychosocial outcomes such as school concerns, belonging, and connectedness, emerged as more sensitive and consistent indicators of transition\u2010related vulnerability. Methodological priorities for future research include longitudinal co\u2010produced designs, intersectional analyses, and inclusive outcome frameworks developed with neurodivergent children themselves. The theoretical and educational implications of this review for the development of evidence\u2010based, neurodiversity\u2010affirming intervention studies targeting the transition period are discussed.<\/jats:p>","DOI":"10.1002\/jcv2.70175","type":"journal-article","created":{"date-parts":[[2026,10,21]],"date-time":"2026-10-21T05:52:51Z","timestamp":1792561971000},"source":"Crossref","is-referenced-by-count":0,"title":["Learning from neurodivergent students about their mental health and wellbeing during transition to secondary school: A systematic review"],"prefix":"10.1002","author":[{"given":"Olympia","family":"Palikara","sequence":"first","affiliation":[{"name":"Department of Education Studies University of Warwick  Coventry UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rebecca","family":"Lucas","sequence":"additional","affiliation":[{"name":"Department of Psychology Royal Holloway University of London  Egham 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