Differential effects of levodopa on social cognition in people with Parkinson's disease.

The transition from primary‐to‐secondary educational institutions, known as the primary‐to‐secondary school transition, has been widely recognized as a significant and challenging process for students (Hopwood, Hay, & Dyment, ; Kaur, McLoughlin, & Grimes, ; Zeedyk et al., ). During this transition, students encounter various challenges, including adapting to an unfamiliar physical environment, leaving close friends and familiar adults behind, establishing new friendships, navigating different social groups, and meeting more demanding academic requirements (Symonds, ). Prior research has shown that the transition to secondary school can have a substantial impact on students' social and emotional well‐being. It can lead to increased anxiety (Hannah & Topping, ; Waters, Lester, Wenden, & Cross, ), depression (Waters et al., ), and decreased self‐efficacy, school belongingness, and connectedness (Lofgran, Smith, & Whiting, ; Vaz et al., ; Witherspoon & Ennett, ). According to life course theory, experiences during key developmental transitions can have enduring effects on individuals' later development and well‐being, particularly when these transitions involve changes across multiple life domains (Benner & Mistry, ; Elder Jr, ). The transition from primary‐to‐secondary school typically coincides with early adolescence. Disruptions or challenges experienced during this transition may therefore be amplified and alter well‐being trajectories in ways that extend beyond short‐term adjustment, shaping experiences across secondary school and potentially into adulthood (Eccles, Lord, & Buchanan, ). However, most existing studies have used cross‐sectional or two‐wave longitudinal designs to compare well‐being solely between the final year of primary school and the first year of secondary school. Only a limited number of studies have adopted multi‐year approaches to examine the long‐term transition impact on well‐being (Jindal‐Snape & Cantali, ; West, Sweeting, & Young, ). Moreover, the causal relationship between school transitions and the decline in well‐being has not been firmly established (Jindal‐Snape, Hannah, Cantali, Barlow, & MacGillivray, ; West et al., ). In fact, well‐being often tends to decline as students grow older (Blanchflower & Oswald, ). Attributing this decline in well‐being mainly to the effects of this school transition could potentially result in an overestimation of its impact. Yet, there are no studies that examine how much the decline in well‐being during the transition deviates from the preceding age‐related trajectory.