Abstract
The move from elementary to junior high school is a significant change in the lives of young adolescents. Rates for depression, academic failure, and a variety of problem behaviors escalate after this transition. Few studies in the field of primary prevention have addressed this transition. The investigators conducted a three-part study with 6th grade students to establish an empirical base for preventive intervention aimed at reducing problems associated with entry into junior high school. The study assessed students' perceptions of the transition, their beliefs about the junior high school environment, and their readiness for it. Recommendations for preventive programming are made based on students' responses.
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