Developing social and school facilitators for a positive school transition through a Sport Education and Service-Learning programme

Background: The transition from primary school to secondary school has negative effects on a significant part of the student body, such as a substantial decrease in self-esteem, motivation, academic performance and the risk of bullying and school dropout school. Social support and school factors are positively associated with transition success; thus, they need to be strengthened in transition programmes. In this sense, the application of pedagogical models that address affective and social domains could set a suitable framework to develop positive transition programmes.