Abstract
This study aimed to study the perceptions of support among senior high school students in the transition to the post-school period. Using a qualitative approach and the Claise descriptive phenomenological method, the lived experiences of 14 Tehrani students (7 girls and 7 boys) were collected and analyzed through semi-structured interviews. Data analysis resulted in the extraction of 10 main categories and 50 subcategories. 6 main categories of perceived support from family included; Perception of parental emotional and facilitative support, Perception of parental academic facilitative support, Perception of parental cognitive facilitative support, Barriers resulting from the duality of control and independence, Barriers resulting from the conflict in the perception of parental support, Psychological and behavioral consequences resulting from the dual perception of parents. 4 main categories of perceived support from school and peers included; Perception of support from school staff, psychological and behavioral consequences resulting from dual perception of school staff, perception of support from peers, psychological and behavioral consequences resulting from dual perception of peers were obtained. Finally, the core category of these findings was formulated as; perceived support in the last year of school is a multilayered and dual mechanism that can simultaneously play a facilitating or hindering role in the transition process of adolescents. By highlighting the perceived contradictions in supportive relationships, the present study emphasizes the need to review the methods of providing support by family, school, and peers.

Introduction
Adolescence represents one of the most sensitive and critical developmental periods in human life, during which individuals face numerous challenges and experience significant changes in physical, emotional, and social domains while moving toward self-discovery and identity formation (Sisk & Gee, 2022; Branje et al., 2021; Dahl et al., 2018). One of the fundamental transitions during adolescence is the transition from school to post-school life—a pivotal stage in life accompanied by various developmental challenges (Dietrich, Parker, & Salmela-Aro, 2012). Transitions can be understood as the beginning of a new phase and the end of a previous one (Nash, Lemcke, & Sacre, 2009), involving changes such as entering school, moving between schools, transitioning from school to university, or entering the workforce (Feldman et al., 2016). The post-school transition is a critical turning point in individuals' lives, accompanied by a set of developmental tasks (Zarrett & Eccles, 2006) defined by cultural and historical expectations about the timing and sequence of life stages (Elder, 1998). Although the exact timing of this transition may vary based on individual educational and career choices, it is often perceived as a relatively distinct crisis point typically marked by the end of high school (Crockett & Beal, 2012).
This period of transition is inherently complex, diverse, and heterogeneous, accompanied by psychological pressures and potential costs, with structural factors such as economic conditions, social class, and educational institutions playing significant roles in shaping its nature (Dietrich, Parker, & Salmela-Aro, 2012). In such circumstances, success in navigating this stage requires adolescents to feel a sense of control and influence over their decisions and future pathways (Savickas, 2011). Therefore, decision-making about future educational or career paths is considered one of the most important developmental tasks of this period (Zarrett & Eccles, 2006). According to Luncsky and Benson-Betsy (2001) and Gulact (2010), social support has three key dimensions: social integration (connection with important individuals and group membership), received support (actual support obtained), and perceived support (subjective assessment of the availability of support in important situations). Perceived support can manifest in various forms including emotional support (empathy and care), informational support (advice and guidance), instrumental support (tangible services), and companionship support (Santini et al., 2015; Holt-Lunstad et al., 2015).
Family constitutes the primary and most important context where the seeds of personality are planted. Parenting styles characterized by warmth, encouragement, acceptance, and intimacy play a significant role in the development of emotional self-regulation, social adjustment, academic achievement, and coping strategies in adolescents (Zhu et al., 2025). Unconditional parental acceptance conveys to the child that regardless of performance and outcomes, they are worthy of love and respect (Danesh, 2004). Proper family functioning in terms of effective and clear communication contributes to psychological balance, positive emotional development, and appropriate responsiveness to children's psychological needs (Oliver & Miller, 2004). In this regard, the family plays a key role in fostering social support (Hosokawa & Katsura, 2024). However, many adolescents have expressed that when in need, they either do not receive support or are unable to express their feelings to obtain it (Rask, Kaunonen, & Paunonen-Ilmonen, 2002). Some studies attribute this to distrust of support sources or hopelessness from previous experiences (Barker, 2007), while others have found that perceived social support plays a significant role in predicting actual support (Pierce, Sarason, & Sarason, 1992). Given these complexities, this qualitative study aims to explore senior high school students' lived experiences and perceptions of support during the transition from school to post-school life.

Research Methodology
This qualitative study employed a descriptive phenomenological approach using Colaizzi's seven-step method. Participants comprised 14 senior high school students (7 girls, 7 boys) in Tehran during the 2024-2025 academic year, selected through purposeful convenience sampling. Inclusion criteria included being in the 12th grade or senior year of high school, deciding to transition to life after school (entering college or employment), and being able to participate in interviews. Data were collected through semi-structured interviews conducted face-to-face, lasting 30-45 minutes, and continued until theoretical saturation was reached.
Data analysis followed Colaizzi's seven-step method: reading transcripts to gain overall familiarity; extracting significant statements; formulating meanings from significant statements; clustering meanings into themes; developing an exhaustive description; producing the fundamental structure; and returning to participants for validation. To enhance trustworthiness, member checking and expert review were employed. The analysis yielded 541 initial codes, 50 sub-themes, and 10 main themes. The coding process and theme development were systematically documented, ensuring transparency in the analytical process. The phenomenological approach enabled deep engagement with participants' lived experiences, providing rich, multi-dimensional understanding of perceived support during this critical transition period.

Discussion
Perceived Support from Family: Facilitative and Inhibiting Dimensions
**Emotional and Affective Facilitative Support from Parents:** Participants consistently described emotional support as the foundation of perceived family support. This theme encompassed emotional accompaniment, unconditional acceptance, empathic responses to negative emotions, dialogical encouragement, and family moderation of environmental pressures. One participant stated: “The support I get gives me morale and peace... For example, when I was having a bad day and someone called me, I felt like someone was still there” (Interview 6). Another emphasized: “My parents say: If my child is in a bad mood, this is not right for me; my child’s well-being is more important to me. Without the support of my parents, school would have crushed me even more” (Interview 4). This finding aligns with research demonstrating that emotional support provides a secure base for adolescents during stressful transitions (Wang & Eccles, 2012; Zarrett & Eccles, 2006). Unconditional acceptance, particularly during academic setbacks, emerged as crucial. One participant noted: "When I told my father I had several failed subjects, he said 'So what? It's not your fault. If you had done better, that would have been nice, but what does it matter?'" (Interview 8). This non-judgmental stance reduced anxiety and maintained self-worth despite academic challenges.
**Academic Facilitative Support from Parents:** This theme encompassed financial support for education, parental sacrifices for educational resources, constructive feedback, and preparation of supportive learning environments. Participants valued parents' willingness to provide necessary educational resources: "If I wanted a particular book or class and they understood it would benefit me, there was no problem covering the cost" (Interview 2). Another participant noted: "My father and mother say we put our money into this, we don't go out, we don't travel because of you. This is our support so you can study" (Interview 4). However, participants distinguished between helpful support and intrusive control. One participant explained: "I think they should let me do my own work. If someone wants to study, they will study on their own, but if they don't want to, that pressure won't make them" (Interview 2). This demonstrates the importance of independence-supportive parenting, which is consistent with autonomy theory (Deci & Ryan, 2000).
**Cognitive Facilitative Support from Parents:** This dimension involved parental encouragement of self-efficacy, responsibility attribution, and motivation enhancement. One participant shared: "My father says, go the way you think is right, even if I say no... If you profit, say the profit is mine; if you lose, still keep your head up and say the loss is mine too" (Interview 5). Another noted: "The conversations my father has with me made me very strong. My thoughts about the future became much broader, and I moved forward with more planning" (Interview 3). This cognitive support fostered independence, self-confidence, and forward-thinking—qualities essential for successful transition.
**Barriers from the Duality of Control and Independence:** A significant tension emerged between parental control and adolescent autonomy. Participants described how perceived over-control undermined supportive intentions. One participant stated: "They see support as providing whatever I want materially, but from my perspective, that's not support... I need them to give their opinions and suggestions—what's wrong, what's right—with logical reasoning, not just say no without explaining why" (Interview 8). Another noted: "Two hours studying, you rest five minutes, and your mother comes saying why aren't you studying... unnecessary reminders" (Interview 2). This finding aligns with research showing that when parental control is perceived as intrusive, support can be experienced as pressure rather than assistance (Grolnick & Pomerantz, 2009; Hawk et al., 2008). The conflict between adolescents' need for independence and parents' desire for protection creates a duality that, when unresolved, transforms potential support into a source of stress.
**Barriers from Conflict in Perception of Parental Support:** Participants identified discrepancies between their needs and parents' understanding of support. One participant explained: "They think just providing everything and giving money is enough" (Interview 8). Another noted: "Parents impose their dreams on their children. I have my own personality and goals; why should everyone be the same?" (Interview 9). Differences in maternal and paternal styles also created confusion. One participant observed: "My mother sometimes says rest a little, but not too much so you don't fall behind... her words are kind but also stressful" (Interview 5). This aligns with research showing that children perceive maternal and paternal support differently (Shek, 2007; Leung & Shek, 2014), with mothers often using more affectionate styles and fathers more purposeful approaches. Without open dialogue, these differences can lead to emotional disconnection and perceived support deficits.
**Psychological and Behavioral Consequences of Dual Perceptions of Parents:** Participants experiencing inconsistent or insufficient support reported anxiety, perceived rejection, academic burnout, performance decline, superficial learning, feelings of worthlessness, and withdrawal. One participant described: "When they say, 'What if you don't get accepted?' I've heard that a lot. Subconsciously, my mind goes to the future and answers, and my stress increases instead of decreases" (Interview 2). Another noted: "Families talk as if the more you study, the better. If you say you study five hours a day, someone will say they study ten hours... so from their perspective, that person is better than you" (Interview 9). These consequences align with research showing that high parental expectations without adequate support lead to academic anxiety, burnout, and even antisocial behaviors (Ersalan et al., 2024; Maltais et al., 2021). The pressure to meet parental expectations without receiving needed emotional support created a cycle of stress and reduced academic engagement.
Perceived Support from School and Peers
**Perceived Support from School Staff:** Participants valued teachers and counselors who provided encouragement, honest guidance, attention to individual differences, and non-judgmental communication. One participant stated: "Some teachers try to give us counseling, boost our spirits... They say they saw someone two years ago in this same school who was worse than you, didn't do anything special, just mastered the textbook and got accepted. You can do it too" (Interview 10). Another noted: "Feeling that someone in school pays attention to me as a person, not just grades—considers my problems, not just gives a program to all students" (Interview 1). This finding aligns with research emphasizing the importance of teacher-student relationships in supporting academic engagement and well-being during transitions (Granziera et al., 2022; Jiang et al., 2022). School support was most effective when it acknowledged students' individuality, provided honest guidance, and created safe spaces for expressing concerns.
**Psychological and Behavioral Consequences of Dual Perceptions of School Staff:** Participants reported negative experiences including humiliation, comparison with peers, ignoring personal interests, and unsafe communication environments. One participant explained: "In some classes, you're not allowed to speak. Why? Because your grade is weak, so you have no right to comment" (Interview 8). Another noted: "The counselor gives us a hundred-question PDF and says study it for tomorrow, while exams are thirty questions... we're just taking exams to affect our continuous assessment, with no real support" (Interview 9). These experiences reflect what Dack and Merlin-Knoblich (2023) described as school counselors' need for professional development to effectively support student transitions. When school staff prioritize testing over student well-being, the supportive potential of school is undermined, contributing to anxiety and disengagement.
**Perceived Support from Peers:** Peer support emerged as a crucial resource, characterized by emotional companionship, shared understanding, collaborative decision-making, and mutual motivation. One participant shared: "When I talk with my friends, I feel better. They understand without judgment, and this reduces my stress" (Interview 7). Another noted: "We help each other with study planning; when one of us feels down, the others encourage us" (Interview 12). This aligns with research showing that peer support provides emotional safety, reduces isolation, and enhances motivation (Langenkamp, 2010; Adet et al., 2022). Peer relationships offer validation and understanding from those experiencing similar challenges, creating a sense of shared journey through the transition.
**Psychological and Behavioral Consequences of Dual Perceptions of Peers:** While peer support was generally positive, participants also identified risks including misguidance through peer pressure and uninformed, unqualified support. One participant warned: "Sometimes friends push you toward decisions that aren't really good for you... you want to fit in, so you go along with it" (Interview 5). This reflects research showing that peer influence can be both positive and negative, depending on the norms and behaviors being reinforced (Fitzgerald et al., 2012). When peer groups encourage academic engagement and healthy coping, support is facilitative; when they promote disengagement or risky behaviors, support becomes detrimental. The absence of qualified guidance within peer relationships created a need for adult oversight while preserving peer-connectedness.

Conclusion
This phenomenological study revealed that perceived support during the transition from school to post-school life operates as a multi-layered and dual mechanism that can simultaneously facilitate or hinder adolescents' transition process. The experience of participants demonstrated that it is not merely the "presence" of support but the "quality" of its perception, interpretation, and delivery that determines its effectiveness. Supportive patterns that simultaneously foster independence and psychological security played a prominent role in facilitating personal and social development.
The findings highlight that perceived support from family, school staff, and peers is experienced through multiple dimensions—emotional, academic, cognitive, and relational—each with both facilitative and inhibitory aspects. Family support was most effective when it combined emotional presence with autonomy encouragement, while over-control and mismatched expectations created barriers. School support was valued when it acknowledged individuality and provided honest guidance, but undermined when it prioritized testing over student well-being. Peer support provided crucial emotional companionship but carried risks of misguidance.
This study emphasizes the need for educational programs that empower parents, counselors, and teachers to better understand adolescents' developmental needs. Creating safe spaces for dialogue and mutual understanding between adolescents and their support sources is essential. Recognizing and managing perception gaps between adolescents and parents or other support sources is critical for reducing negative psychological outcomes during transitional periods. From this perspective, social support is not merely a protective factor but a mechanism for empowering adolescents toward achieving their future goals. The findings have implications for designing supportive interventions that enhance positive communication patterns, reduce perceived contradictions in support, and strengthen adolescents' capacity to navigate this critical life transition successfull.