“…Some have concluded that social and academic factors come together to create a "developmentally hazardous" environment for positive adjustment (Felner et al, 2007, p. 211; see also Juvonen, 2007). Drawing from stage-environment and other ecological perspectives, scholars have argued that the target of intervention must be schools-to make them more developmentally sensitive places that support positive adjustment in social, behavioral, and academic realms (Farmer, 2000;Farmer, Farmer, Estell, & Hutchins, 2007;Felner et al, 2006;. The primary focus of interventions has been middle schools, and in particular, the middle school transition year.…”