STUDENTS WITH LEARNING-PROBLEMS AT RISK IN MIDDLE SCHOOL - STRESS, SOCIAL SUPPORT, AND ADJUSTMENT

This study compared the stress, social support, and adjustment of 40 s tudents with learning problems due to learning disabilities or mild me ntal retardation, and 396 general education students without learning problems, in middle school Examined were: stressors related to academi cs, peers, and problems with teacher/rules and overall felt stress; so cial support from family, other adults, and peers; and adjustment incl uding feelings about self and liking school. The relation between stre ss, social support, and adjustment also was explored Results showed th at students with learning problems experienced more stress, less peer support, greater adult support, and poorer adjustment, than those with out learning problems. Adjustment was related to students' stress in m iddle school. Interventions for this group of students at risk were di scussed.