Feasibility, Fidelity, Satisfaction, and Preliminary Outcomes of a Brief School‑Based Intervention to Reduce Student Anxiety During Transition to Middle School
PEER-REVIEWED PUBLICATION
The transition from elementary to middle school is associated with increases in anxiety and related impairment, yet few evidence-based interventions exist to support students with impairing anxiety during this transition. This study, co-authored by CHDI's Jamie LoCurto, PhD, describes the feasibility of a novel intervention for school mental health professionals to deliver to students with impairing anxiety who are transitioning from elementary to middle school.
The multi-component group intervention, TEAMSS (Transitioning Emotionally and Academically to Middle School Successfully), focuses on lowering anxiety and increasing academic, organizational, and social skills. Preliminary pre–post student outcomes revealed statistically significant reductions in student anxiety symptoms, according to independent evaluators.