TRANSITION TO MIDDLE
SCHOOL
Renee Bell
Adrienne Hudak
Lauren Rockwell
WHY THIS TOPIC?

Research shows that middle school transitions:
Lead to changes in social behavior, as students feel
anonymous
 Can lower self-esteem
 Can increase school-related stress, and depressive
symptoms


We have developed a 3-session classroom
guidance program to address the following issues:
Friendship & Bullying
 Self-Esteem & Self-Concept
 The academic and organizational demands of middle
school

GIRLS GROUPS: FRIENDSHIP AND SELF
ESTEEM

This three-tiered activity is designed to teach
Seeing equality behind appearances,
 Practice looking for the good in others,
 Practice encouraging others,
 And see how important this can be to our thought
bubbles

PART ONE: THE SNEETCHES
The book tells the story of how “starbellied” Sneetches think they are better
than “plain-bellied” Sneetches.
 After story topics:

How did the Sneetches treat each other at
the beginning of the story? The end?
 What things do we treat like our starbellies?

PART TWO: BALL ENCOURAGEMENT
Student Stand in a Circle, some get stars on postit notes, others get plain post-its.
 The ball is tossed around the circle (students
with starts must pass to students without stars),
and as the ball is passed, you say one thing that
makes the next person special.

PART THREE: THE POWER OF
ENCOURAGEMENT
Next, we will discuss how these things felt, and
write those good feelings and thoughts on the
board, in thought bubbles.
 We will discuss how kind words and actions help
us feel good, and how that is important to do for
everyone.

PART THREE CONTINUED
Finally, the girls will
each have their
picture taken in front
of the board, and
receive a copy to hang
in their locker.
 This will remind them
to say kind things to
themselves and others

SUPERHERO SUCCESS!
SELF-CONCEPT IN TRANSITION
Students in transition between schools at this
age are often very critical of themselves
 Friendships are viewed as very important
 This transition can often be referred to as a time
of crisis
 Form own value system based on social and
physical environments

SELF-CONCEPT CONTINUED
Poor self- esteem correlated with transition
 Simmons (1973) found biggest decline in selfesteem was between 6th-7th grade
 Biggest time of stress during adolescents life; can
affect school, self-concept, friendships, etc.
 Important to develop positive self-concept &
understand strengths and weaknesses at this
age!

QUOTE

“Everybody is a genius. But if you judge a fish by
its ability to climb a tree, it will live its whole life
believing that it is stupid.”
― Albert Einstein
TODAY’S LEARNING TARGETS
I can describe my strengths that will help me be
successful at school.
 I can describe my weaknesses and how I will
overcome them.

THE HULK

Strength:
Super strength
 Alter ego: Super smart


Weakness:
Gets angry and frustrated easily. When angry, he
transforms. He gets very strong, but can’t control his
strength.
 He loses his super smarts

IRON MAN

Strength:
Very smart
 Loyal to those who help him


Weakness:
Doesn’t think about other people’s feelings
 Doesn’t always try his hardest

THOR

Strength:
Super strong
 Good leader


Weakness:
Likes to start fights, thinks it will make him more
special or a better leader
 Doesn’t always think before he acts

MAGNETO

Strength:
Can control metal objects
 Can create force fields


Weakness:
Doesn’t let people get to know him
 Doesn’t like people who are different from him

MIDDLE SCHOOL…HERE WE COME!

Academic, Organization and Planning activities
for the Middle School transition
MAKING THE TRANSITION
Research indicates that organization and planning
demands can be some of the most challenging
changes that middle school students face
 Changes in scheduling, using lockers, taking
electives, increased homework, new and more
teachers were listed as some of the ecological
changes associated with the transition to middle
school
 The good news is that support and interventions
provided by the school can help students remain
resilient during the transition

FINDING YOUR WAY AROUND
The counselor provides students with a map of the middle school and
points out the 6th grade classrooms, as well as the cafeteria, library,
office, etc.
THE SCHEDULE
1st Period – 7:45 – 8:30
2nd Period – 8:35 – 9:20
3rd Period – 9:25 – 10:10
4th Period – 10:15 – 11:30
Lunch - 11:35 – 12:40
5th Period – 12:45 – 1:30
6th Period – 1:35 – 2:20
7th Period – 2:25 – 3:10
Dismissal – 3:10
Busses pull out at 3:25

The counselor will
introduce the middle
school bell schedule and
discuss the process of
changing classes.
WHAT CLASSES WILL I BE TAKING?!

The counselor will discuss with
students the required courses
which they will all be taking,
and then discuss their elective
options. Later, the counselor
will sit down with each student
to select electives and level
placements.

Typical 6th Grade
Schedule






Math (1 period)
Language Arts (2
periods)
Science (1 period)
Social Studies (1
period)
Arts Elective (Band,
Choir, or Art; 1 period)
Health & Physical
Education (1 period)
KEEPING TRACK OF IT ALL…
The counselor will give
students an overview of
their assignment
notebook along with tips
for recording
assignments accurately.
 Record homework
assignments, tests and
study plans.


Ex: Vocab test Tuesday!
Study flashcards for 1 hr.
on Monday night
SETTING STUDENTS UP FOR SUCCESS
The transition to middle school is particularly
challenging due to the fact that it overlaps with
the onset of puberty
 Interventions addressing self-esteem, peer
relationships, academics, and organization can
help mediate these problems
 Adolescents who experience difficulty during the
middle school transition often have academic,
motivational, and emotional problems through
out the rest of their school years. However, early
intervention and prevention can stop problems
before they escalate.

REFERENCES
Akos, P. (2004). Advice and student agency in the transition to middle school. Research
in Middle Level Education, 27(2).
Blyth, D. A., Simmons, R. G., & Carlton-Ford, S. (1983). The adjustment of early
adolescents to school transitions. Journal of Early Adolescence, 3, 105-120.
Ginott, G.M. (1968), A functional approach to group counseling. In G.M. Gazda (Ed.),
Basic approaches to group psychotherapy and group counseling. Springfield, IL:
Charles C. Thomas.
Langberg, J.M. (2011). Homework, Organization, and Planning Skills (HOPS)
Interventions. Bethesda, MD: National Association of School Psychologists.
Mullens, E. R. J. (1997). Changes in young adolescents' self-perceptions across the
transition from elementary to middle school. ProQuest Dissertations and Theses
Odegaard, S. (1992). Student, parent, and teacher perceptions of the transition from
elementary to middle school. ProQuest Dissertations and Theses
REFERENCES CONTINUED
Parker, A.K. (2009). Elementary organizational structures and young
adolescent’s self-concept and classroom environment perceptions across the
transition to middle school. Journal of Research in Childhood Education,
23(3), 325 – 339.
Richardson, T. L. (2000). Emotional intelligence as a mediator of transition
trauma in students progressing from elementary to middle school (Doctoral
dissertation, Florida State University,2000). Dissertation Abstracts
International, 61, 448A.
Rudolph, K. D., Lambert, S. F., Clark, A. G. & Kurlakowsky, K. D.(2001).
Negotiating the transition to middle school: The roleof self-regulatory
processes. Child Development, 72, 929-946.
Steiner, A. (2006). Helping her weather middle-school transitions.
Daughters, 11 (2).