The process of transition from high school to university or to employment is a critical period in students' lives and presents a number of developmental challenges: “This is a time when young people experience rapid biological, psychological and physical changes, as well as changing social and economic situations, as they begin to take on the responsibilities of adulthood” [Shu-Ui L., Nhi Nguyen N., 2011, p. 1].

Coping with these challenges depends on the individuals, their social network, and wider societal, cultural, and institutional conditions [Dietrich J., Parker P., Salmela-Aro K., 2012].

The way in which students cope with school transition can have a significant impact on their everyday lives and futures.

International surveys  [Shu-Ui L., Nhi Nguyen N., 2011; McAtee J.F., 2012] show that successful school transition is influenced by a number of factors, including:

• personal attributes;
• how the student responds to change and unknown expectations;
• how well they are prepared and informed for their transition;
• the capability to make choices;
• good students-teacher relationship;
• clear careers advice and guidance;
• family background.

Research also show that the development of higher education learner identity is essential to student achievement and is initially encouraged where schools, colleges and universities adopt integrated systems of transition. [Briggs A. R. J., Clark J., Hall I., 2012].

Other studies underline that the sociological component of gender is an important factor in building transitions at university [Villar A.; Hernàndez F. J., 2014].

Lundahl highlights the need to analyse the long-term impact of the market-oriented culture on young people's self-understanding, orientations and choices [Lundahl L., 2013]. The state of the economy also impacts on the outcomes of young people’s education and employment; Sonnet and Manfredi underline that: “the current crisis is exacerbating a number of structural problems that affect the transition from school to work and the initial labour market experiences of youth with different levels of education” [Scarpetta S., Sonnet A., Manfredi T., 2010, p.9].

The OECD study provides evidence that if the structure and outcomes of education systems seem clearly to have a impact on transition; its impact is combined with several important individual and social background variables [OECD, 2005].

Europe 2020 Strategy proposes that the share of early school leavers should be under 10% and at least 40% of the younger generation should have a tertiary degree. The European Commission is putting forward the flagship initiative "Youth on the move" to enhance the performance of Europe’s higher education institutions and improve the employment situation of young people [European Commission, Europe 2020. A strategy for smart, sustainable and inclusive growth, Bruxelles2010].

In this theoretical framework fits the research project ‘School transitions. Guidance and educational and career choices', financed by the Regional Law 7/2007: “Promotion of scientific research and technological innovation in Sardinia”, that aims to analyze effects of the transition on students from school to post school study or to work in the Sardinia Region. The research team includes the University of Sassari and the University of Cagliari. The research group is coordinated by Paolo Calidoni, Silvia Cataldi and Marco Pitzalis.

Main objectives of the research project consist of the following:

a)    To analyze the marketing strategies of high schools, colleges and universities;

b)    To analyze careers education, information, advice and guidance activities realized by different high schools in Sardinia;

c)    To identify strong and weak points and good practice;

d)    To identify factors that allow students to cope successfully with the transition towards university or work;

e)    To share the results research with teachers to improve school practices.

Briggs, A.R.J, Clark, J. and Hall, I. (2012), Building bridges: understanding student transition to university, in “Quality in Higher Education”, Vol.18, n.1, pp. 3-21, 2012 Calidoni P., Cataldi S. (a cura di), Transizioni scolastiche: un’esplorazione multidisciplinare. Per un progetto di ricerca su orientamento e scelte scolastiche professionali, Franco Angeli, Milano 2014 Dietrich, J., Parker, P., Salmela-Aro, K., Phase-adequate engagement at the post-school transition, in “Developmental Psychology”, 48, 1575- 1593, 2012 European Commission, Europe 2020. A strategy for smart, sustainable and inclusive growth, Bruxelles 2010 Lundahl L., Democracy lessons in market-oriented schools: The case of Swedish upper secondary education, in “Education, Citizenship and Social Justice”, 2013 McAtee J.F., Pathway programs to life after college, in “New Directions for Student Services”, Volume 2012, Issue 138, pp.29–41, 2012 OECD (Organization for Economic Co-operation and Development), From Education to Work. A difficult transition for young adults with low levels of education. Paris 2005 Scarpetta S., Sonnet A., Manfredi T., Rising Youth Unemployment During The Crisis: How to Prevent Negative Long-term Consequences on a Generation?, OECD Social, Employment and Migration Working Papers, n. 106, 2010 Shu-Ui L., Nhi Nguyen N., Successful youth transitions, Longitudinal Survey of Australian Youth, Briefing Paper 25, Commonwealth of Australia 2011 Villar A.; Hernàndez F.J., University Transitions and Gender: From Choice of Studies to Academic Career Development, in “Policy Futures in Education”, Vol. 12 n. 5 pp.633-645, 2014 Wehman P., Transition from School to Work: Where Are We and Where Do We Need to Go? in “Career Development and Transition for Exceptional Individuals”, Vol.36, n.1 pp.58-66, 2013