Interviews with 18 participants (principals, counselors, social workers) from 18 schools in 7 urban districts were used to examine elementary school interventions perceived to address the challenges related to high student mobility. Intervention/program descriptions were also obtained from observations and written documents. In examining these interventions, we used a framework focused on the antecedents of mobility, its effects on school processes, and its consequences for students and families. The results indicated that schools experiencing high mobility had a diverse network of programs that provided the following curricular and extracurricular services: academic support, personal development of students, family support, and activities that established strong affiliations between families and schools. Many school personnel believed that these interventions addressed either the causes or effects of mobility. Directions for future research are discussed.
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