TY - JOUR
T1 - Creating Supportive Contexts for Early Adolescents during the First Year of Middle School
T2 - Impact of a Developmentally Responsive Multi-Component Intervention
AU - Dawes, Molly
AU - Farmer, Thomas
AU - Hamm, Jill
AU - Lee, David
AU - Norwalk, Kate
AU - Sterrett, Brittany
AU - Lambert, Kerrylin
N1 - Funding Information:
The authors gratefully acknowledge the students, teachers, and schools who participated in this study. We also thank the members of the research team involved in data collection and processing. This research was supported by a grant from the Institute of Education Sciences (R305A120812). The views expressed in this paper are those of the authors’ and do not represent the granting agency.
Funding Information:
This research was supported in part by grants from the Institute of Educational Sciences (R305A120812) awarded to Thomas W. Farmer, Jill V. Hamm, and David Lee (PIs). The views expressed in this article are those of the authors and do not necessarily reflect the views of the granting agency.
PY - 2020/7/1
Y1 - 2020/7/1
N2 - The transition to middle school is recognized as a period of increased risk for students’ adjustment difficulties across the academic, behavioral, and social domains, underscoring the need for developmentally responsive interventions that address these potential vulnerabilities. This study examined the impact of a multi-component intervention on students’ perceived adjustment during the first year of middle school using a cluster randomized controlled trial design. A total of 24 metropolitan schools (12 intervention), 220 teachers (122 intervention), and 2925 students (1537 intervention) participated. Teachers in intervention schools received training and consultation in the Behavioral, Academic, and Social Engagement (BASE) classroom management model. Significant intervention effects, moderated by students’ gender, race/ethnicity, and economic status, were found for self-reported social anxiety, defiance, willingness to protect peers being bullied, and emotional problems. The results suggest that teachers trained in the BASE model were better able to create supportive classroom contexts during the middle school transition which promoted positive adjustment for particular students. This study stresses the importance of using developmentally appropriate strategies across correlated domains to reduce adjustment difficulties during the transition to middle school.
AB - The transition to middle school is recognized as a period of increased risk for students’ adjustment difficulties across the academic, behavioral, and social domains, underscoring the need for developmentally responsive interventions that address these potential vulnerabilities. This study examined the impact of a multi-component intervention on students’ perceived adjustment during the first year of middle school using a cluster randomized controlled trial design. A total of 24 metropolitan schools (12 intervention), 220 teachers (122 intervention), and 2925 students (1537 intervention) participated. Teachers in intervention schools received training and consultation in the Behavioral, Academic, and Social Engagement (BASE) classroom management model. Significant intervention effects, moderated by students’ gender, race/ethnicity, and economic status, were found for self-reported social anxiety, defiance, willingness to protect peers being bullied, and emotional problems. The results suggest that teachers trained in the BASE model were better able to create supportive classroom contexts during the middle school transition which promoted positive adjustment for particular students. This study stresses the importance of using developmentally appropriate strategies across correlated domains to reduce adjustment difficulties during the transition to middle school.
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U2 - 10.1007/s10964-019-01156-2
DO - 10.1007/s10964-019-01156-2
M3 - Article
C2 - 31705384
AN - SCOPUS:85075176797
VL - 49
SP - 1447
EP - 1463
JO - Journal of Youth and Adolescence
JF - Journal of Youth and Adolescence
SN - 0047-2891
IS - 7
ER -