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Factors Influencing the Girl Child's Transition from Primary to Secondary School: A Systematic Review

Landey NI, Akrong G, Arshad-Ayaz A, Naseem MA · 14 Aug 2026

Abstract

Abstract The transition from primary to secondary education presents significant challenges, particularly for girls, because of various social, cultural, and economic factors. This systematic review aims to identify both positive and negative factors influencing this transition, addressing a critical gap in existing literature that often overlooks the distinct challenges faced by girls. Anchored in the pursuit of Sustainable Development Goals (SDGs) on gender equality (SDG 5), poverty eradication (SDG 1), and quality education (SDG 4), the research emphasizes the necessity of understanding these factors to promote gender equality, empower girls, and foster socio-economic development. The study selected published works (36) from January 2005 to December 2024 and extracted, analyzed, and summarized the findings based on the positive and negative factors influencing girls' transition from primary to secondary school from both the Global South and North. The findings indicate that the key primary factors positively influencing the transition of the girl child from primary to secondary school include a supportive learning environment, parental motivation and support, personal strategies, commitment, aspirations towards education, and support from peers. The key negative factors include social reasons, cultural challenges, inadequate school facilities, policies & performance, gender bias, bullying, body shaming, conflict & negative peer influence, distance to school, female genital mutilation, and early pregnancy & marriage. By consolidating insights into both positive and negative influences, this review offers actionable recommendations for policymakers and educators to design targeted interventions that promote inclusive education and foster sustainable development.