There are an exceptional number of publications on the transition from elementary (primary) school to middle school, also known as secondary school, junior high school or lower-middle school. The major reason is that the transition to middle school is an event that has multiple and harmful implications. Several reasons contribute to the difficulty of secondary school adjustment, including misleading advertisement of the schools, a significant change in the teachers’ behavior and academic demands, and, especially, the developmental transitions to adolescence and the associated difficulties in managing parent-adolescent relationships. Relying on the P–E Fit Model, it is commonly agreed that the characteristics and demands that secondary schools impose on newcomers do not fit the needs of adolescents. In line with their developmental needs, secondary school are more oriented to their peers’ expectations than to those of their teachers and parents, and are more engaged in matters related to their self-esteem and social life, rather than learning “boring materials” or staying at school while their out-of-school life seems to be more exciting. Interventions to foster adjustment to secondary school are presented and discussed.

TBT-S helps parents and other Supports to be aware of unique YA developmental needs and conflicts to offer appropriate assistance toward AN recovery. An experiential activity on guided reflections can enhance empathy for YA development along with skill development and the Young Adult Behavioral Agreement.