School transitions, particularly into secondary school, subject children and youth to adaptational challenges; as a result of school change, students may need help in developing coping skills that will allow them to redefine roles and expected behaviors, shift their membership within social networks, reorganize their social support resources, and manage the stress associated with uncertain expectations. The difficulties that school transitions can create for children may be explained in part by the timing and discontinuity theory, environmental theory, transitional life events theory, and role strain theory. Situation- focused, transition-oriented, and active task mastery approaches can all help students develop a sense of belonging in their new school environment. 35 references