1. The Middle School Program: All About Your Child
Is it as scary as you’ve heard?

2. Why Do We Have Middle Schools?
This is the time when young adolescents need and deserve adults in their lives who understand them and can help them be successful.
Adults, especially parents, need to be informed that the changes in their child are normal, natural, and necessary for a young adolescent to grow into an adult.
When we understand them and the middle school concept, we help them become caring and ethical citizens. Most of all, we help them become a productive member of society.
(Brighton, 2007)

3. The Culture of Successful Middle Schools
Educators who value working with young adolescents and are prepared to do so
Courageous, collaborative leadership
A shared vision that guides decisions
An inviting, supportive, and safe environment
High expectations for every member of the learning community
Students and teachers engaged in active learning
An adult advocate for every student
School-initiated family and community partnerships

4. What Successful Middle Schools Provide Students
Curriculum that is relevant, challenging, integrative, and exploratory
Multiple learning and teaching approaches that respond to their diversity
Assessment and evaluation programs that promote quality learning
Organizational structures that support meaningful relationships and learning
School-wide efforts and policies that foster health, wellness, and safety
Multifaceted guidance and support service
(National Middle School Association, 2003, p. 7)

5. The Young Adolescent
“The young adolescent (ages 10-15) grows and develops more rapidly than during any other developmental stage except for infancy. Even then, infants are not the conscious witnesses of their development as are young adolescents” (National Middle School Association, 1995).

6. Understanding Middle School Students
Young adolescents, ages 10 to 15, are undergoing more rapid and profound changes than in any other time in their lives.
Middle schools are designed to help students achieve academic success and meet their needs in five other areas of development:
Moral, Physical, Intellectual, Emotional, Social
Mmm…PIES

7. Moral Needs
Value direct experience in democracy, slow to acknowledge own faults, and rely on adults for advice
Want a positive role model to help them determine what is good, how to care for others, and how to take care of themselves
Want to be around adults who will admit when they have made mistakes and will do whatever they can to correct them

8. What Our Students Think
76% want a positive role model to help them determine what is good, how to care for others, and how to take care of themselves
83% like to be around adults who will admit when they have made mistakes and will do whatever they can to correct them.
“I like people who don't think there (sic) perfect”

9. Physical Needs
Experience restlessness, fatigue, awkward movements, irregular growth, sudden outbursts, and varying maturity rates
Believe someone is always watching them and form exaggerated beliefs about their uniqueness, even though adults know they are not always being observed
Trying to carve out personal identity, so comparing them to others, especially siblings, makes this issue more difficult for them (never put them in a situation that shows a physical deficiency)

10. Our Students’ Physical Thoughts
30% don’t mind people seeing them fail.
“It’s fine if someone sees me fail because everyone does”
“I hate failing & being pointed out”
74% don’t like being compared to others, especially my brother(s) or sister(s).
“I don't really care about being compared to my brother but sometimes it gets annoying.”

11. Intellectual Needs
Are able to think both concretely (can see and touch data) and abstractly (absence of physical objects), although abstract thinking is developing
Are beginning to think about thinking (considering choices and consequences)
Are struggling with organization, impulses, and mood modulation since their brain is not fully developed in these areas

12. Our Students’ Intellectual Thoughts
It is sometimes or often hard for 80% of our students to control what they say, how they feel, or how they act.
79% sometimes or often think about choices and consequences when making a decision.
35% aren’t very good at organizing things.

13. Emotional Needs
Easily discouraged, overreact to ridicule and embarrassment, and experience mood swings
Beginning to think about who they are and move from a global self-concept to one of strengths and weaknesses
Want someone to listen and empathize with problems, even if they do not seem serious from an adult perspective

14. Our Students’ Emotional Thoughts
62% are sometimes or often easily discouraged
86% sometimes or often think about who they are as a person
69% sometimes or often think about their strengths & weaknesses

15. Social Needs
Prefer active over passive learning, interaction with their peers during learning, and peer approval by belonging to a group
Security (need to feel cared), support (establish a relationship with someone other than parent to feel a part of the adult world), and success (acceptance by teachers and peers help academics) are key components
Making choices and living with the consequences helps peer pressure issues

16. Our Students’ Social Thoughts
82% said knowing they make their own choices and have to live with the consequences sometimes or often helps them in tough situations.
82% like knowing that an adult, besides my mom or dad, supports me.
“I love to be around my family & friends; they accept me being me!”
“I like being accepted by people & it doesn't bother me if someone doesn't like me - I just want to know why.”

17. What You Can Do As A Parent
Help them develop organizational skills and responsibility
Encourage them to try new things and to regard failure as a part of learning and growing
Attend school functions and stay involved in their learning
Support them in their efforts to become independent
Maintain a strong family connection
Volunteer and stay in contact with the teacher
Make sure they read and complete their homework
(“Supporting Students in Their Transition to Middle School”, 2002)
“Involving Parents: Best Practices in the Middle and High Schools”, 2006)

18. What if I want more information to help my child be successful?
There are a number of books and online resources to help you and your middle school child
Talk to other parents of middle school students. Sometimes they are the best advice-givers.
Talk to your child’s team of teachers. They have been prepared to teach your child and know how to handle their developmental needs appropriately.
Most of all, talk to your child and find out what they want and need to be successful.

19. Parent Resources
Collaborative for Academic, Social, and Emotional Learning
Promotes curriculum in the home
Constructing School Partnerships with Families and Community Groups
Involving Parents: Best Practices in the Middle and High Schools
The Young Adolescent Learner

20. Parent Resources National Parent Teacher Association
Parent Academic Resources Incorporated (PARI)
Build confidence in assisting with schoolwork
Parent, Family, and Community Involvement in the Middle Grades
Project Appleseed
How parents feel about their involvement in schools and ways to improve it

21. References
Brighton, K. (2007). Coming of age: The education & development of young adolescents. Westerville, OH: National Middle School Association.
Involving parents: Best practices in the middle and high schools. (2006). Iowa Statewide Parent Information Resource Center. Retrieved March 30, 2009, from
schools
National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville, OH: Author.
Supporting students in their transition to middle school. (2002, March). National Middle School Association. Retrieved March 28, 2009, from
nts/tabid/283/Default.aspx
Van Hoose, J., Strahan, D., & L’Esperance, M. (2001). Promoting harmony: Young adolescent development and school practices. Westerville, OH: National Middle School Association.