Some children who transfer into new schools are at risk for later school and life difficulties. Such children often enter the new schools with several life stressors and academic lags, and they are often members of lower socioeconomic status groups. Described are a series of preventive interventions for high-risk elementary school transfer children. All transfers initially received an orientation program. Some children received no further interventions, others were provided tutoring in the school, and others were provided school tutoring plus parent tutoring. The findings from several cohorts are described. The implications of designing and implementing preventive interventions for children undergoing school transitions are discussed.
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