Sources of Stress and Support in Children's Transition to Middle School: An Empirical Analysis

Abstract

Evidence was reviewed suggesting that children entering middle school are undergoing a life transition with considerable stress-inducing and pathogenic qualities. Middle school administrators and children entering middle school were surveyed about stressors encountered, perceptions of school, and sources of support during the transition. The data illuminated a distinct set of stressors and prototypical patterns of linkage and the impact of these stressors. A possible mismatch in administrators and children's views of sources of support was seen as especially significant. Implications for clinical and preventive research and intervention, particularly around substance abuse, were discussed.