School transitions: Preventive intervention following an elementary school closing

Abstract

Entering a new school represents a critical developmental transition, since children need to overcome apprehension of peer rejection and difficulties in ascertaining new school policies. The present study investigated a peer-led preventive orientation program which was aimed at allaying detrimental effects of a forced school closing. Students transferring into a public elementary school were matched by grade and sex with students currently enrolled at the public school (C2). The group of transfer students were then randomly assigned to either the orientation program (E) or no program (C1). The two-day peer-led orientation program occurred one week prior to the beginning of school. Following the intervention, the E group was superior to both the C1 and C2 groups in terms of self-esteem related to peer relationships, knowledge of school rules, and teacher conduct ratings. The project indicates how community psychologists can respond to a crisis in the community (i.e., the forced closing of an elementary school) by developing preventive interventions.