School Transitional Environment Program (STEP)

Grades: 6-12

Contact: Peter Mulhall
Center for Prevention, Research & Development
Insitute of Government & Public Affairs
University of Illinois
Champaign, IL 61820
Phone: 217/333-3231, Fax: 217/244-0241

The School Transitional Environmental Program is based on the Transitional Life Events model, which theorizes that stressful life events such as making transitions between schools, places children at risk for maladaptive behavior. Earlier research has shown that, for many students, changing schools leads to poor academic achievement, classroom behavior problems, heightened anxiety, and increases in school absenteeism, all of which may lead to dropping out of school and other behavioral and social problems. By reducing school disorganization and restructuring the role of the homeroom teacher, STEP aims to reduce the complexity of school environments, increase peer and teacher support, and decrease students' vulnerability to academic and emotional difficulties.

Evaluations performed at the end of ninth grade demonstrate that STEP students, compared to control students, display:

  • Decreases in absenteeism and increases in GPA
  • Stability of self-concept (compared to decreases for control students); and
  • More positive feelings of the school environment, perceiving the school as more stable, understandable, well-organized, involving, and supportive.

    Other follow-up indicates that STEP students have:

  • Lower dropout rates
  • Higher grades, and
  • Fewer increases in substance abuse, delinquent acts and depression.

    Center for the Study and Prevention of Violence, Promising Program, 1999