Abstract
Transition to middle school in Portugal is associated with increased levels of stress for students, as well as an increase in grade retention. This study investigated the impact of a school adjustment program designed to support students during this transition, and its differential results by gender and fourth-grade class size. Multilevel linear modeling (MLM) with a repeated-measures design was used. Three cohorts of students ( n = 743) completed the School Stress Survey in fourth (middle and end) and fifth grades (end). In addition, fifth-grade school records were collected for information about absenteeism and transition. After adjusting for gender and fourth-grade class size, positive interaction effects from the intervention were found in academic and teacher/rules stress, as well as higher rates of transition to sixth grade and lower rates of absenteeism. Differential effects by gender also were found with girls displaying higher school success and lower school absenteeism along the transition; however, they also displayed larger increases in academic and peer-related stress during the period. No gender differences in benefits from program participation were found. The positive results support the implementation of the program among Portuguese fourth graders.
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