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)
