The transition from primary to lower secondary education constitutes a critical phase in students’ academic trajectories, marked by profound personal, social, and educational changes. This study examines the transition process as a complex and multifaceted phenomenon, exploring its dynamics within a comprehensive institute in Northern Italy. Specifically, it investigates the perspectives of three key stakeholder groups—students, teachers, and families—focusing on how continuity between educational levels is implemented, the meanings ascribed to it by different actors, and the strategies employed to facilitate a smoother transition.

Adopting a qualitative research approach within an action-research case study framework, the study followed a cohort of 24 primary school students over the course of one academic year as they moved into lower secondary education, alongside their teachers and families. Data collection methods included classroom observations, semi-structured interviews with teachers, online questionnaires for parents, and student focus groups conducted at multiple time points—both in the final year of primary school and in the months following secondary school entry. Additionally, institutional documents were analyzed to contextualize transition strategies within the broader educational framework. Reflexive thematic analysis was employed to identify key themes emerging from the data.

Findings reveal that students experience a wide spectrum of emotions during the transition, ranging from enthusiasm to anxiety, with many reporting mixed feelings such as curiosity intertwined with apprehension. While institutional measures—such as continuity programs and inter-school collaboration—play a role in supporting students, social and emotional factors emerge as particularly influential in shaping their adjustment. Teachers emphasize the need for stronger inter-school cooperation, while parents express concerns about their children's emotional well-being and adaptation.

A key contribution of this study is the evaluation of an innovative transition initiative, the Progetto Raccordo ("Bridge Project"), in which secondary school teachers deliver introductory lessons in primary schools to familiarize students with new subjects and pedagogical approaches. Findings suggest that such programs can alleviate student anxiety; however, further structural improvements are necessary, particularly in fostering enhanced teacher communication and harmonizing assessment practices across school levels.

Overall, this study underscores the necessity of a holistic, student-centered approach to school transitions, advocating for more integrated and collaborative strategies to support students’ academic and emotional well-being. In particular, it highlights the crucial role of emotional support during this developmental phase, as the multiple changes associated with the transition can constitute a significant source of stress. Strengthening continuity practices between primary and lower secondary school is essential to fostering a more seamless and supportive educational progression.

Keywords: Primary education, school transition, case-study, teaching, continuity strategies.