A more specifically-targeted program, the School Transition Environment Project, was developed by Felner and his colleagues (see Felner & Adan, 1988). This program was designed to change schools' environment during the period of transition from junior to senior high schools in two primary ways: (1) by having homeroom teachers provide a link between students, parents, and the school, and provide additional support to students, and (2) by keeping students in groups that attend all academic classes together. Both of these changes promote a school environment that more adequately meets adolescents' needs for relatedness (with adults and with peers) at a particularly stressful time. Felner and Adan found that participants in this program were not only absent less often and showed improvements in grades relative to a control group of adolescents, but also maintained prior levels of self-esteem while the control group adolescents (consistent with other research) demonstrated declines in self-esteem.