Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition

To investigate school transitions, changes in functioning across a 1-year transition period, from the end of the last year of elementary school to the end of the first year of junior high school, were explored. Specifically, children's changes in perceptions of social support (peer, parent and teacher support) as it related to socioemotional adjustment (school problems, internalizing problems, inattention/hyperactivity, and personal adjustment) during the elementary to junior high school transition were examined.