Development of a three-level model for assessment of children's school adjustment

Abstract

In response to reports of a notable increase in the number of children exhibiting school-based academic, social, and behavioral problems, research has been done on children's school adjustment and how to enhance that adjustment. However, the very definition of school adjustment is variable across studies, as are the methods for evaluating effects of the interventions. Based on an integrative literature review, we propose a 3-level assessment model of school adjustment. The levels represent : (1) children's behavioral functions, including emotional and cognitive processes, (2) environmental functions that reinforce children's behavior, and (3) children's subjective evaluation of school adjustment, a measure that reflects whether the interaction between the children and their school environment is positive or negative. From this 3-level assessment, it is possible to examine if children have appropriate behavior, if their behavior is functioning in the school environment, and if children feel comfortable in school. The application of this model to preventive interventions relating to school adjustment was discussed.