The role of well-being in school transitions: a study on native and migrant students

School transitions represent critical processes in students’ educational journeys, as they involve significant changes requiring adaptation to new environments, relationships and learning methods. These transitions occur within a complex system where individual, family, school, and environmental factors interact. If managed properly, transitions can promote academic success and well-being; conversely, if neglected, they can lead to failure. These processes affect not only academic performance but also students’ perceived well-being, which plays a crucial role: it can act as a predictive factor facilitating adaptation or as an early indicator of difficulties. The literature highlights how a high level of well-being promotes resilience, motivation and school integration, while low well-being is associated with greater risks of anxiety, isolation and school dropout. For many adolescents, moving to a new educational level represents an opportunity for growth; however, for others, it can be a source of stress and discomfort. Transition difficulties are often more pronounced among students with a migrant background, who face linguistic, social, and relational barriers. This contribution explores the school transition difficulties and well-being of native and migrant students enrolled in Vocational Education and Training (VET) pathways. Two distinct scales were employed: one to explore the perceived difficulties and another to investigate satisfaction and school climate. The results confirm the crucial importance of promoting school well-being as a key factor in effectively supporting students’ adaptation during transition phases. The evidence underlines the importance of educational and support strategies aimed at promoting students’ well-being, with particular attention to cultural specificities and individual needs.