Student Perceptions of the Transition from Elementary to Middle School.

Abstract

Transitions are often a difficult time of life. The stress and challenge inherent in adjustment can create developmental crises for even the heartiest individuals. Helping students in transition is similarly challenging. To facilitate successful transitions, helping professionals such as school counselors should consider the developmental tasks of various stages, the coping abilities and flexibility of individuals, and the potent systemic and contextual factors of influence. School personnel recognize the difficult transition students undertake when moving from one level of schooling to another. The transition from elementary to middle school may be especially challenging because it often involves significant school and personal change. One consideration is that most middle school environments differ significantly from the elementary environment (Perkins & Gelfer, 1995). Contextual transitions commonly include additional and unfamiliar students and school staff, and multiple sets of behavioral and classroom rules and expectations. This contextual change during the transition to middle school is heightened by personal change. Physical, emotional, and social changes that occur in puberty have been associated with heightened emotionality, conflict, and defiance of adults (Berk, 1993). Although pubertal changes have been viewed more as an opportunity than a crisis (Papalia, Olds, & Feldman, 2001), the varied timing of preadolescent development is difficult for students (Berk). Pubertal changes occur at different times and at different rates for students in the same grade. Therefore, as students transition to middle school, they confront both external contextual changes and internal pubertal changes. Research has highlighted the developmental and academic difficulties often associated with the transition from elementary to middle school. Both boys and girls show a significant increase in psychological distress across the transition to middle school (Chung, Elias, & Schneider, 1998; Crockett et al., 1989). Even though declines in achievement and increased distress are not gender exclusive, boys tend to show a significant drop in academic achievement, while girls seem to experience a greater level of psychological distress after the transition (Chung et al.). Also during the transition, girls find peer relationships most stressful, whereas boys find peer relationships, conflict with authority, and academic pressures as equal stressors (Elias, Ubriaco, Reese, Gara, Rothbaum, & Haviland, 1992). Along with psychological and academic outcomes, studies have shown that student motivation and attitudes toward school tend to decline during the transition to middle school (Anderman, 1996; Harter, 1981; Simmons & Blyth, 1987). Eccles et al. (1993) used stage-environment to describe the poor fit between the developmental needs of preadolescents and the environment of middle school or junior high school (e.g., academic tracking, increasing competition, and awareness of personal peer group status). Declining student motivation and attitude were highlighted by Simmons and Blyth, who found more negative consequences for students in the transition from elementary to middle school as compared to students making the same grade transition in K-8 schools. While most of the research describes the negative outcomes associated with the transition to middle school, several authors also suggested interventions to reduce negative outcomes. Schumacher (1998) identified social, organizational, and motivational factors as important aspects of successful interventions. Eccles et al. (1993) suggested strategies designed to create a school context appropriate to developmental levels of preadolescents. These included building smaller communities within the school, using teaming and cooperative learning, eliminating tracking, empowering teachers, and improving student/teacher relationships. …

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