impresso), ISSN 1980-6906 (on-line). Sistema de avaliação: às cegas por pares (double-blind review)

The early years of elementary school are essential for improving social and academic skills. This study aimed to predict academic performance in the 3 rd year of elementary school based on school stressors, social skills and behavior problems, and academic performance in the 1 st year and verify changes and stability of the investigated variables from the 1 st to the 3 rd year and associations. The study included 43 1 st -year students with an average age of six years and 3 rd -year eight-year-olds, and eight 1 st -year teachers and seven 3 rd -year teachers. The research was carried out in public schools in the interior of São Paulo. The following instruments were adopted: Provinha Brasil, Inventory of School Stressors, and Social Skills Rating System (SSRS-BR). School stressors and academic performance in the 1 st year were predictors of academic performance in the 3 rd year. Students showed gains in academic performance and social skills, and reduction in behavior problems, with significant associations between variables. Predictive studies contribute to the development of prevention programs.