Independence is greater
Nanette Szczesny, mother of C.J., who graduated last spring, and Michael, an incoming sophomore at Cicero-North Syracuse High School, says a good transition program and collaborative district resources help students ease into high school life. C-NS students—about 2,100 from six elementary schools—come together in two middle schools, then junior high, before entering the high school at 10th grade. For many, the hardest adjustment is dealing with the sheer size of the building. But students are also expected to be more responsible. “Teachers expect students to keep track of assignments and deadlines,” Szczesny says. “I think some kids do run into trouble adjusting to the increased independence.” With a few transitions under his belt already, Michael is relatively unfazed about his first year in the high school building. C.J., a freshman at Mount St. Mary College in Newburgh, says he was well prepared for high school, and expects that his brother will do just fine. Since C-NS students attend the same junior high, social problems are rare. “If they are involved in sports or band or other activities, they’re probably somewhat connected to the peer groups they will have in high school,” Szczesny says. “In a big school like ours, I think it’s a good idea to stay connected to your core group of friends as much as you can,” adds C.J. Extracurricular activities help. “Those connections they make by being involved in sports, or music, are good,” says Szczesny, whose sons play baseball. “Also, the coaches know these kids have to keep their grades up, so they encourage them to put academics first. The structure helps them with time management.” While Szczesny cites expectations of independence as a potentially difficult aspect of the high school transition,
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Even high-achieving students can get caught off guard. “Good students in middle school can see their grades drop in freshman year,” Salaam says. “They tend to get a lot more social, and then you add on the increased academic demands. . . things get overlooked.” Salaam advises parents to develop a deeper relationship with their teen—not a more casual one. “Parents tend to want to give their child more space when they get to high school. Don’t do that,” she advises. “Be involved. They are trying to belong, and they don’t yet. They’re trying to develop their personality. So, get to know your child. They will appreciate it no matter what they say.”
Nanette Szczesny sits with her son Michael, who’s starting 10th grade at Cicero-North Syracuse High School.
C.J. says it was actually the best part of his high school experience. “They’re getting you ready to be an adult,” he says. “They’re not controlling your every move.” Quite often, it’s parents who struggle most with the high school transition. “I think we make it harder on ourselves than it has to be,” Szczesny says. “Sometimes you just have to trust them. If they make mistakes, they’ll hopefully learn from them. These guys are so much more resilient than we give them credit for.”
500—grow into independent adults. “They need to take responsibility for their work, so we encourage students to use their agendas (a school-supplied planner) to document their homework assignments,” McIntyre says. “It’s critical for time management.” McIntyre says bullying is not a problem at J-E, but technology and its potential for abuse has been a frequent concern. “We spend much more time addressing issues with social media than when I started here in 2001,” McIntyre says. “Phones certainly were not in school the way they are now. Kids notice problems and bring them to the guidance office. We’ve even Rob McIntyre, counselor for ninth and had to call the state troopers—and we’re 10th graders at Jordan-Elbridge High not alone. There’s currently some debate School, helps students avoid those mistakes. Like C-NS, the district has an exten- about how much we are going to allow (phones) to be used in the fall, but most sive orientation process. of our students do use them in positive ways. For example, the calWe have some (students) who, in endar options on some the past, have hardly had to do any phones are very helpful.” work outside of the classroom. Then Salaam, the former they get up here and find it difficult. dean, has helped students navigate emo—Kristen Foote, tional issues at both J-E C.W. Baker guidance counselor and Syracuse. “High school is a huge psychosocial adjustment,” “Middle school and high school are very she says. “The girls tend to be more reactive and impulsive. Young men tend to different,” McIntyre says. “Your status in hold things in. They don’t want to snitch high school is based on credits and credon a friend who has done something its only. There are 22 required credits for wrong. If someone is bothering them, graduation. So, there’s not a lot of wiggle they tend to laugh it off at first—let it room to repeat failed courses.” Freshmen attend orientation prior to the build up. Helping students defuse some start of school to get acquainted with their of these issues includes providing resources and support as necessary.” new surroundings. From Day One, the staff focuses on helping students—about continued on page 22
Responsibility grows
Family Times September 2013
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