“…In the national context, studies have evidenced the importance of investigating children's resources (for example, social skills) and their contexts (positive educational practices) to facilitate interpersonal and academic adaptation in the transition to the 1st grade of Elementary Education (Bolsoni-Silva & Mariano, 2014;Correia-Zanini & Marturano, 2015;Leme & Marturano, 2014;Marturano, Trivellato-Ferreira, & Gardinal, 200;Stasiak & Weber, 2013). But it seems obvious that the 6th grade of the MS, like the 1st grade, demands adaptation by the students to the various structural, academic and relational changes (Dawes & Xie, 2016;Lane et al, 2015;Sebanc, Guimond, & Lutgen, 2016). However, with its own characteristics, for example, it is no longer necessary to have a centralized structure in a single teacher for each class for a system with several teachers that take turns in classes, as well as the existence of a larger number of school subjects and more numerous classrooms (Shoshani & Slone, 2012).…”