Peer relationships represent a major source of concern to children transitioning to secondary school. They also offer a potentially important source of support to adjustment and academic progress. However, strategies to support peer relationships at secondary transition have received little attention in previous research. This semi-structured interview study obtained accounts of current practice from staff in a small but nationally representative sample of English secondary schools. A theoretical approach to thematic analysis indicated substantial use of evidence-based strategy types, while a complementary inductive analysis highlighted issues in work with parents. There were many similarities across schools in the content of their support for peer relations at transition, however important process differences were found between high and low support schools in the quality of strategy implementation. A framework is presented to support this aspect of educational psychologists' work with schools in promoting successful transition to secondary school.