AbstractTransition to secondary school is a problem internationally. Tanzanian students face an additional challenge as the medium of instruction changes from Kiswahili to English. An 18‐item questionnaire (N = 383) and focus groups (primary standard 7, secondary forms 1 and 3, and primary and secondary teachers) were used in this study. Most students started secondary school with high expectations. These were qualified by experiences of bullying and punishment. Teachers recognised students losing hope as an explanation for truancy. However, they lacked both the training to teach English and knowledge of alternatives to punishment. Peer mentoring potentially addresses these challenges during transition. © 2017 The Authors Journal of International Development Published by John Wiley & Sons Ltd