This consortium combining expertise from teacher education, psychology, special education, and sociology, creates knowledge of underlying mechanisms of adolescents' adaptation in educational transitions. Our aim is to increase understanding of how social support from parents, teachers, and peers builds resilience and contributes to overcoming challenges in transitions. Based on novel real-time data regarding transition experiences, psychophysiological states, and situational dynamics, we examine how situation-specific experiences are linked to coping with educational transitions. We use existing longitudinal data and collect new situational, interview and physiological data to shed further light on students', parents', and teachers' transition experiences. Data are analyzed using multilevel modeling and dynamic structural equation modeling. Quantitative approach is complemented by hearing vulnerable students' voices. As a result, a model for supportive transition practices is developed

2025

2029