Primary prevention during school transitions: Social support and environmental structure

Abstract

The nature and evaluation of a primary prevention project for students during the transition to high school are presented. In order to facilitate students' coping efforts during this transition, the project sought to increase the level of social support available as well as to reduce the degree of flux and complexity in the school setting. Midyear and end of ninth-grade assessments were done of Project and matched Control students' self-concepts. Their perceptions of the school environment, and their eighth- and ninth-grade attendance and grade averages examined. By the end of ninth grade, Project participants showed significantly better attendance records and grade point averages as well as more stable self-concepts than controls. Further, by the final evaluation point, Project students also reported perceiving the school environment as having greater clarity of expectations and organizational structure and higher levels of teacher support and involvement than did nonproject Controls.