Co‐Transitioning Peers Impact the Continuation of Victimization Across the Transition From Primary to Secondary School

ABSTRACT The present two‐wave longitudinal study examined the stability of self‐ and peer‐reported victimization across the transition from primary to secondary school and the role of children's peer group in this stability. A total of 193 students from 36 primary school classrooms in the Netherlands (60% boys; M age T1 = 12.16 years) were followed as they transitioned into 37 secondary school classrooms. Their level of victimization before and after the transition was determined using self‐reported questionnaires and peer nominations. We further determined whether any of their primary school classmates transitioned to the same classroom in secondary school, and if so, whether these co‐transitioning peers were friends in primary school, as determined by peer nominations. Multilevel analyses revealed that self‐reported victimization was stable if students co‐transitioned to the secondary school classroom without peers, but not if they co‐transitioned with peers, regardless of the friendship relation with them. In contrast, peer‐reported victimization tended to be stable across all groups. However, it was more stable among students with co‐transitioning non‐friends than among those with a co‐transitioning friend or without co‐transitioning peers. Practical implications are discussed.