Transitions into upper secondary educational pathways are crucial as they set the course for later life outcomes. Yet, in Switzerland and elsewhere, a significant number of learners are confronted with challenges when transitioning to upper secondary education – be it that they cannot pursue their desired educational path or that they are unable to enter post-compulsory education at all. Therefore, empirical research focusing on leaners at the brink of a successful transition and what challenges they face during their transition to upper secondary education is of particular importance. According to previous research, students’ perception of their integration in their school context as well as supportive measures to foster integration play a critical role in successfully navigating educational transitions. This session brings together three contributions dedicated to this research topic, each utilising novel longitudinal data from Switzerland.

The first contribution, drawing on data from the WiSel study, investigates students’ perceived person-environment fit as a factor for whether they are able to enter a qualifying upper secondary education. Using data from the BELIMA study, the second contribution sheds light on the upper secondary educational pathways of recipients of different integrative school measures. This is complemented by the third contribution, which investigates how low-achieving students with curriculum modifications access upper secondary education using large-scale assessment data from Northwestern Switzerland (Checks) that were linked to register data.

Together, this session contributes to a nuanced understanding of the factors influencing educational transitions in Switzerland, offering valuable insights into how at-risk students can be supported during this pivotal phase. By leveraging longitudinal data, the contributions of this session highlight critical mechanisms that shape educational opportunities and outcomes. The findings presented not only advance academic research but also hold significant implications for policymakers, educators, and practitioners striving to promote equitable and successful transitions into upper secondary education.