View in EDS

Feasibility, Fidelity, Satisfaction, and Preliminary Open Trial Student Outcomes of a Brief School-Based Intervention to Reduce Student Anxiety during the Transition to Middle School

Saved in:
Bibliographic Details
Title: Feasibility, Fidelity, Satisfaction, and Preliminary Open Trial Student Outcomes of a Brief School-Based Intervention to Reduce Student Anxiety during the Transition to Middle School
Language: English
Authors: Golda S. Ginsburg (ORCID 0000-0001-5172-2079), Jamie LoCurto, Kevin M. Rodriguez, Adam Panek, Grace Chan
Source: School Mental Health. 2025 17(2):352-371.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A210085
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Intervention, Program Effectiveness, Stress Management, Anxiety, Student Promotion, Transitional Programs, Elementary School Students, Middle School Students, Academic Achievement, Interpersonal Competence, Symptoms (Individual Disorders), Student Improvement, Student Adjustment
DOI: 10.1007/s12310-025-09758-x
ISSN: 1866-2625
1866-2633
Abstract: 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 describes the feasibility of a novel intervention, delivered by school mental health professionals (SMHPs), for students with impairing anxiety who are transitioning from elementary to middle school. The multi-component group intervention, referred to as TEAMSS (Transitioning Emotionally and Academically to Middle School Successfully), focuses on lowering anxiety and increasing academic organizational and social skills. TEAMSS was evaluated in two open trials over two academic school years with a total of 21 students (M age: 10.8 years old; 67% female; 76% Caucasian). Intervention feasibility, fidelity, and satisfaction ratings are presented. Preliminary pre-post student outcomes of anxiety and related impairment were collected from independent evaluators, parents, and students. Results indicated that the intervention was feasible to conduct in schools (100% of student group meetings were delivered), fidelity was fair, and satisfaction ratings were positive. Preliminary pre-post student outcomes revealed statistically significant reductions in student anxiety symptoms according to independent evaluators (but not child or parent report). Parents reported reducing maladaptive accommodation of anxiety; no improvements in academic organizational or social skills were observed. Lessons learned from this feasibility study are discussed. TEAMSS has the potential to fill a gap in the school-based intervention literature for students with anxiety transitioning to middle school but requires a randomized controlled trial to determine its efficacy.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1476847
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1476847
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Feasibility, Fidelity, Satisfaction, and Preliminary Open Trial Student Outcomes of a Brief School-Based Intervention to Reduce Student Anxiety during the Transition to Middle School
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Golda+S%2E+Ginsburg%22">Golda S. Ginsburg</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5172-2079">0000-0001-5172-2079</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jamie+LoCurto%22">Jamie LoCurto</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+M%2E+Rodriguez%22">Kevin M. Rodriguez</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Panek%22">Adam Panek</searchLink><br /><searchLink fieldCode="AR" term="%22Grace+Chan%22">Grace Chan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. 2025 17(2):352-371.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R324A210085
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Promotion%22">Student Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s12310-025-09758-x
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1866-2625<br />1866-2633
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 describes the feasibility of a novel intervention, delivered by school mental health professionals (SMHPs), for students with impairing anxiety who are transitioning from elementary to middle school. The multi-component group intervention, referred to as TEAMSS (Transitioning Emotionally and Academically to Middle School Successfully), focuses on lowering anxiety and increasing academic organizational and social skills. TEAMSS was evaluated in two open trials over two academic school years with a total of 21 students (M age: 10.8 years old; 67% female; 76% Caucasian). Intervention feasibility, fidelity, and satisfaction ratings are presented. Preliminary pre-post student outcomes of anxiety and related impairment were collected from independent evaluators, parents, and students. Results indicated that the intervention was feasible to conduct in schools (100% of student group meetings were delivered), fidelity was fair, and satisfaction ratings were positive. Preliminary pre-post student outcomes revealed statistically significant reductions in student anxiety symptoms according to independent evaluators (but not child or parent report). Parents reported reducing maladaptive accommodation of anxiety; no improvements in academic organizational or social skills were observed. Lessons learned from this feasibility study are discussed. TEAMSS has the potential to fill a gap in the school-based intervention literature for students with anxiety transitioning to middle school but requires a randomized controlled trial to determine its efficacy.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1476847
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1476847
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s12310-025-09758-x
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 352
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Student Promotion
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
    Titles:
      – TitleFull: Feasibility, Fidelity, Satisfaction, and Preliminary Open Trial Student Outcomes of a Brief School-Based Intervention to Reduce Student Anxiety during the Transition to Middle School
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Golda S. Ginsburg
      – PersonEntity:
          Name:
            NameFull: Jamie LoCurto
      – PersonEntity:
          Name:
            NameFull: Kevin M. Rodriguez
      – PersonEntity:
          Name:
            NameFull: Adam Panek
      – PersonEntity:
          Name:
            NameFull: Grace Chan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1866-2625
            – Type: issn-electronic
              Value: 1866-2633
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: School Mental Health
              Type: main
ResultId 1