Residential change and school adjustment

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Abstract
Residential change, resulting in a change of schools, influences the lives of a majority of school age children. Moves often take place under difficult family conditions, and may be associated with the precipitation, or the exacerbation of emotional disturbances. Some studies have shown a correlation between moving and the prevalence of disturbance in children. Schools do not offer special help to mobile children; and under some conditions, mobility may be associated with poor academic performance. While an attitude of mental mobility may ameliorate problems associated with moving, detailed information about the adaptation to moving does not exist. The rate of moving has implications for neighborhood, or school-based community mental health programs.

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