Adjustment from Primary to Secondary School

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Abstract
Groups of maladjusted and normally adjusted junior school children were matched on measures of attainments, intelligence and personality. The children were followed up during the third year of their secondary education in order to assess their subsequent adjustment. None of the maladjusted children had received any special psychological help from qualified personnel during the intervening period. On follow‐up, some 80 per cent of the untreated group of maladjusted children showed marked improvements in adjustment. About 25 per cent of the normally adjusted group had moved out of that category. Moves towards more adequate later social adjustment were associated with initial adjustment, intelligence, introversion and competence in the basic subjects. The relative importance of nine primary school predictors of the pupils’ later adjustment are assessed. Some of the implications of the findings for research and practice are considered.

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