The Magic of Middle Years

With one foot rooted in childhood and the other stepping eagerly into adolescence, middle schoolers can pose a perplexing combination of needs and contradictions. High Meadows Middle Years teachers would tell you, however, that this distinct age and stage is also marked by heightened information processing abilities that allow students to delve more meaningfully into complex thinking, problem solving, self-reflection and growth. The adolescent brain is amazing in its capacity and plasticity, and High Meadows Middle Years program is designed to capitalize on these areas of rapid cognitive growth and to support the unique needs of this developmental transition.

So, what do middle schoolers need to thrive, and how does High Meadows’ program uniquely support and inspire them?

Collaborative Learning: One key element of adolescence is a strong social drive. Instead of trying to control and minimize socialization in the classroom, High Meadows teachers utilize this social motivation through collaborative work, dialogue-driven lessons, and exploring different perspectives and lenses on topics. Students also have intentional free time in their day to foster friendships, to exercise the navigation of social relationships, and to play. Many Middle Years students identify having positive relationships both with peers and teachers at High Meadows as a benefit.

Exploration and Self-Expression: High Meadows robust mini-course offerings provide Middle Years students the opportunity to choose from and try many different specialized courses including Animal Care, Yoga, Band, Debate, a variety of Fine Arts courses, Theatre, World Peace Games, Culinary Arts, and more. Mini courses are taken every day and run on a 6-week rotation, so students are able to explore a wide variety of topics and experiences across their middle school years.

Fostering Independence & Self-Confidence: All Middle Years students at High Meadows start their school year off with a six-week orientation focused on building social connections, study and organizational skills, and learning the structure and expectations of the Middle Years program. Students are encouraged to reflect on themselves as learners and community members, to set goals for themselves, and to consider what tools and strategies will help them succeed.

Mentorship & Leadership: One of the many benefits of a Pre-K through 8th grade school model is that our Middle Years students enjoy the role of being campus-wide mentors and leaders. Instead of being stuck in the middle or stranded on an island, our middle schoolers know that they serve as role models to their younger High Meadows’ counterparts. Middle Years students shine as facilitators at Community Gatherings, as buddies to younger students, and as empowered change-makers within our community. Being part of the whole at High Meadows allows Middle Years students to see the significance of their role in the community and to strive to make a positive impact.

Intellectual and Academic Challenge: High Meadows’ Middle Years program is known not only to prepare its graduates for academic success in a wide variety of public and private high school settings, but also for preparing students to stand out in those high school communities as self-advocates, engaged citizens, collaborative peers, and ethical leaders. With a majority of graduates starting their high school careers in AP and Honors classes, HMS alums come back to tell us that they were both academically prepared to thrive in their high school courses and had the skills and strategies to navigate the transition with confidence.

High Meadows graduates enter their high school years with a strong academic foundation, a passion for learning, and a keen understanding of what they need to be successful. Whether they attend a public or a private high school, they stand out as students who are invested not only in their own success, but also in making a positive impact on the schools and communities they become part of. “HMS graduates know themselves academically, trust themselves socially, and advocate for their own needs and hopes. They see themselves, are reflective, and understand the power of their own voice” shares long standing Middle Years teacher, Vanda Spinola.

Middle Years and Connections Principal Matt Nuttall observes, “We encourage our students to take healthy risks, to focus on learning as a process rather than simply on the outcome, and to continually reflect on not just what they have learned, but how they have learned it. We want to instill in our students the belief that they can do hard things, and that failure is not only a possibility for learning but is often a prerequisite for it, and that all of this is possible when we are part of a supportive, positive community of peers and adults that are all coming together to help each other grow and thrive.”