ReviewFrontiers in psychology2026
Design and implementation of
Review in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Primary-secondary school transitions are emotionally demanding, critical periods for two-thirds of children, who report stress and anxiety up to 2 years before and after starting secondary school. Maladjustment is associated with poor attainment, attendance and mental health difficulties, especially for more disadvantaged groups. Thus, from a public health perspective, timely support is crucial, which is recognised in policy, practice and research. However, significant limitations pervade all three sectors, with primary-secondary school transition consistently noted as "a period not handled well" (March, p. 65), and interventions "do not give enough importance to improving emotional wellbeing and how schools might be supported in this role". Existing interventions are limited in focus, often targeting social adjustment and academic attainment rather than emotional wellbeing; reach, with few programmes spanning three school years; sustainability, due to minimal stakeholder involvement; and rigorous evaluation. The present paper aims to address these limitations, by presenting the theory, empirical research, and methodological decisions, informing the design and implementation of
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.