Students' stress, coping strategies, and school completion: A longitudinal perspective

This study investigated the relationship between two intrapersonal variables-stressful life change events and reported coping strategies-and high school completion status among early adolescents. The sample was comprised of 92 students who had completed questionnaires regarding the number and types of life change events they had experienced and the coping strategies they reported using during ninth grade. A 3-year follow-up study of these students was completed to determine whether they finished high school or reported dropping out. Discriminant analysis was used to build a prediction model and indicated that the coping factors of Social Activities and Seeking Professional Support significantly predicted high school dropout status, whereas Family Involvement was negatively related to this outcome. These findings are discussed in light of current research, and suggestions for future research are provided. Interventions that focus on the contextual variables related to family and peers are indicated, as is the need for school psychologists and other school mental health professionals to offer coping skills training.