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This longitudinal project examined the link between social regulation of stress to learning and health outcomes, in a sample of 105 children due to start their first year of formal schooling. Assessments were conducted six months prior to starting school and at two weeks and six months post transition. Measures included salivary cortisol, parental reports of temperament and a health diary, and teacher reports of adaptive behaviour. Cortisol was higher than expected before starting school, increased further at transition, and reduced significantly at follow up. More extroverted children revealed higher cortisol levels in response to starting school and those who increased in social isolation during the first six months of school had significantly higher cortisol levels at follow-up. Children who were more able to focus their attention and inhibit impulsive behaviour at school had lower morning cortisol levels at transition and follow up. We found no significant associations between academic competence and cortisol levels. Children with higher cortisol levels at transition were less likely to become ill and duration of infection was shorter when illness occurred. Children who tended to be shy at transition were more likely to become ill during the following six months.

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