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Reflections on the Transition to Middle School
By Dr. Paula Sachs Wise for National Association Of School Psychologists
I still remember spending the summer of 1960 worrying. I had just graduated
from sixth grade and even though I would be going to a junior high in the
fall with many of the same kids I had been with in elementary school, the
thought of junior high seemed so foreboding. I had heard rumors of eighth
and ninth graders trying to fool lowly seventh graders into buying (non-existent)
elevator passes; of not enough time to get from one class to another; of
not enough time to get to the bathroom during the day; and so on and so forth.
Of course I also worried about making friends, finding classrooms, and maybe
even about being successful academically.
Although a lot has changed from my own school days, I venture to say that the
notion of students worrying all summer before making the transition to middle
school or junior high is as prevalent now as it was all those years ago. In
fact various studies conducted in the 1990’s found that students were
worried about getting to class on time, finding lockers, keeping up with academics,
finding lunchrooms and bathrooms, getting on the right bus to go home, getting
through crowded hallways, and remembering which class to go to next (Weldy,
1991; Schumacher, 1998). Newer research by Akos and Galassi (2004) questioned
students, parents, and teachers about their concerns in student transitions
to middle school. Similarities and differences were found among the three groups.
All worried about students getting lost and having too much homework; students
worried about being late to class; parents worried about students making friends
and facing new pressures; and middle school teachers worried about the students
finding their way in the school and making friends.
Often ignored in previous research are the positive aspects of the transition
to middle school. Aikins, Bierman, and Parker (2005) found that negative expectations
on the part of students translated to emotional distress during the transition.
Therefore, parents and teachers may want to focus on the good things that go
along with this new stage in their students’ lives. There will be increased
opportunities to meet new friends and participate in extracurricular activities
along with an overall increase in personal growth and independence. In the
same study cited above, Akos and Galassi also asked students, parents, and
teachers what they looked forward to in middle school. All three groups selected
choosing classes and making new friends as positive aspects. Surprisingly perhaps,
students looked forward to having lockers (possibly an indication of a need
for personal space and privacy) while parents and teachers suggested that participation
in sports was a positive aspect of the transition.
Another less studied variable in the transition is what actually happens after
the school year begins. Although much of the focus has been about worries before
the transition, do students have reason to fear the new environment? How quickly
do they adjust to the new environment? Akos and Galassi (2004) suggest that
students and parents rate the actual transition process as somewhat easy although
teachers rated the transition as not as easy. Students found the academics
themselves (e.g., classes, grades, homework, and teachers) to be the most difficult
aspects of the transition, while parents found an overall increase in expectations
and responsibilities as well as dealing with other students to be the hardest
parts of the transition. Two-thirds of the parents found that within four weeks,
their students had adjusted to their new school -- although 27% thought that
it took longer than four weeks.
Strategies in adjusting to the new school also varied. The remainder of this
article will address the strategies suggested by a number of researchers over
the years.
General Preparation
Students need to know what to expect in the middle school environment and what
will be expected of them. Tours of the new school, orientation meetings over
the summer, and maps of the school can help alleviate some concerns. As mentioned
above, focusing on the positive aspects of middle school can help to counterbalance
some of the anxieties associated with any new situation.
Academic Preparation
Students and their parents and teachers need to know what the academic expectations
are in the middle school environment. They need to work on study skills, time
management, basic writing and math skills, reading proficiency, and so on.
Elementary school and middle school teachers are partners with students and
families in making sure that students make a smooth academic transition. Perhaps
before the fall semester begins, schools could offer some sort of study skill
training for entering students.
Friendships
At all stages of life, close relationships are important. They create support
for students and a sense that “we’re all in this together.” The
transition to middle school is no exception. Students also need friends to
talk to when they are being picked on or when they are facing other problems
in their lives.
Families
Family members, especially parents can serve several important roles in easing
the transition process. Perhaps most importantly family members can support
students through their trials and tribulations. Ask questions, listen, be available
to talk things over, provide nutritious food, monitor sleeping patterns, get
to know the youngsters’ friends, help students develop good study habits,
etc.
Families and Schools Working Together
Family members can also help their students by communicating with school personnel.
Attend parent-teacher conferences and take advantage of other opportunities
to get to know your child’s teachers.
Enhancing Personal Growth
Elias (2001) makes broader suggestions for easing the transition to middle
school. He notes that not only do students need specific strategies for dealing
with their new educational settings they also at this point in their lives
need increase opportunities for personal growth. He suggests that schools focus
on four distinct areas:
Contributions
Students need to feel as though they are contributing positively to their world.
Engaging in service activities in their communities (everything from helping
seniors to working on the environment) not only helps fill these needs but
it also may lead to self-discovery at an age when that is an important issue.
Belonging
Many students are able to form strong positive friendships on their own. Others,
however, may need help in this area. Schools should provide numerous activities
and groups to engage all students – especially those who have difficulty
finding and making connections with others.
Talents
Some students excel in the classroom while others may have talents that are
less obvious to school personnel. Defining talent broadly, schools should foster
students’ artistic, theatrical, musical, literary, athletic, social,
and other abilities. It is important to find at least one area in which each
student excels.
Life Skills
Use teachable moments in middle school to help students learn to set goals,
engage in planning, work in groups, solve problems, make decisions and develop
resilience.
Overall, then there are a lot of strategies that students, parents, and school
personnel can employ to make the transition to middle school a smooth and positive
experience and a springboard for students to the rest of their lives.
References
Aikins, J. W., Bierman, K. L., & Parker, J. G. (2005) Navigating the transition
to junior high school: The influence of pre-transition friendship and self-system
characteristics. Social Development, 14 (1), 42-60.
Akos, P., and Galassi, J. P. (2004). Middle and high school transitions as
viewed by students, parents, and teachers. Professional School Counseling,
7 (4), 212-221.
Elias, M. J. (2001, Winter). Middle school transition: It’s harder than
you think. Making the transition to middle school successful. Middle Matters,
pp 1-2.
Schumacher, D. (1998). The transition to middle school. Eric digest. Champaign,
IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document
Reproduction Service No. ED422119)
Weldy, G. R. (1991). Stronger school transition to improve student achievement:
A final report on a three-year demonstration project “strengthening school
transitions for students k-13”. Virginia, US: (ERIC Document Reproduction
Service No. ED338985)