Transition In Middle School

Transitioning from elementary school to middle school can be one of the most daunting transitions for youth, their parents, and teachers. The changes that coincide with this stage in a child’s life is marked by physical, mental, and emotional changes (Gilewski & Nunn 2016; Cauley & Jovanovich 2006; Carter, Clark, Cushing, & Kennedy 2005; AMLE 2002). In 1963, middle schools were introduced to address the complex needs of students that were experiencing the changes that students face during this crucial time of development. Since their introduction, middle schools have been geared toward the needs of the students and preparing them for the next transition by allowing them to develop their critical thinking skills and advance to the next stage
Each school is different, but there are some attributes of change that are common in most school systems. Usually the most obvious transition is going from one building to another. This new building is usually larger because different elementary schools are feeder schools to the middle school meaning it is larger and includes more students. This may be problematic for students with certain disabilities due to crowding, noise level, or mobility issues. Also, middle school becomes less personal. During the elementary school year, the students become more accustom to one or two teachers and familiar group of students. The classrooms are more structured, and the students are escorted by the teacher to various activities (Gilewski & Nunn 2016). However, in middle school they take classes from several different teachers, with several different students, and they are expected to get their materials and get themselves to classes on time. The academic content in middle school varies from that of the elementary school. The classes become more demanding and they cover more content. The student is more responsible for organizing and prioritizing. Scheduling can be as simple or complex as a school tends to make it. Without the assistance of an aide,
Many other transitional plans that are suggested for children with and without disabilities suggest many of the same concepts (Gilewski & Nunn 2016, Cauley & Jovanovich 2006, AMLE 2002). The overall goal is to make this transition as effortless as possible so that the student remains motivated about school and progresses forward to the next transition and to the next because life is full of