Starting school is one of the earliest major transitions in childhood. Offering both opportunities and risks for well-being and mental health, a smooth transition to school not only depends on children’s cognitive abilities, but also on their social well-being (SWB). This involves relationships within families and broader social circles, such as friends and teachers from the sandbox to the classroom. Despite its importance, we still lack a clear understanding of the factors that shape children’s SWB during this critical period. Given that school-entry practices vary widely across Europe, the SWITCH project aims to explore how these differences affect children’s well-being.

An international team of experts from Germany, Austria, the UK and Sweden – headed by Prof. Lars White (University of Bremen), Prof. Tina Malti and Dr. Greiner-Döchert (Leipzig University, Germany), Prof. Stefanie Hoehl (University of Vienna), Assoc. Prof. Pascal. Vrticka (University of Essex), Assoc. Prof. Rebecca Boehme (Linköping University) and Prof. Robert Miller (Berlin Psychological University, PHB) – have therefore joined forces to study three key research targets:

1. Large-Scale Cross-National Study
   SWITCH will recruit five large-scale representative samples of preschool-aged children across four European countries (Germany, Sweden, the UK, and Austria), with approximately 1,000 participants per site. Parents and teachers will provide valuable insights on children’s well-being and mental health one year prior to school entry. Likewise, SWITCH will assess sociodemographic factors and the children’s age allowing us to compare cohorts regarding variations in school-entry practices within and between countries.
2. In-depth Subsample Analysis
   From these larger samples, SWITCH will select subsamples of children (approximately 80 per site) exhibiting either high or low SWB, based on findings from Step 1. These children will participate in two intensive lab sessions, conducted six months before and after starting school. In these more extensive sessions, SWITCH will assess children’s social, cognitive, and early literacy and numeracy skills to explore how these factors shape their SWB. We will also conduct detailed evaluations of their key relationships—with parents, peers, and teachers—as well as interpersonal biobehavioral synchrony (e.g., parent-child and peer-child interactions).
3. Long-Term Outcomes and Policy Recommendations
   SWITCH will track the full sample to assess how SWB affects mental health, overall well-being, and academic skills by the end of first grade. Based on the findings, we will provide evidence-based guidelines to policymakers, highlighting strategies to support social SWB during this crucial transition.

By pursuing these objectives, the SWITCH project aims to provide critical insights into how children’s SWB fosters optimal opportunities for education and development during this fundamental early transition.

KEYWORDS:

social well-being, mental health, early childhood, school-entry, parents, peers, teachers.