RESEARCH SUMMARIE NINE

Title

Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Muti-Component Intervention

Publication Type

Peer Reviewed Journal Article

Design Issue

The primary purpose of this study was to determine if the Behavioral, Academic, and Social Engagement program would help improve the transition into middle school for students. The transition from elementary to middle school can be both a challenging and very vulnerable time for children. It has been found that when children progress to middle school the risk of adjustment challenges increases in academic, behavioral, and social areas. During this transition, children are confused, feel out of control, and are critical of their self-image. They are also more likely to be bulled, develop anxiety disorders, and isolate themselves. The environment of a classroom plays a major part in a middle schooler’s life; therefore, it is important that it is a place that welcomes all and makes all children feel safe.

Methods

Before the authors conducted their study within a variety of middle schools, they first researched additional sources to help backup their ideas and knowledge. After concluding their outside research of previously published work, they then conducted a study where they implemented the BASE, the Behavioral, Academic, and Social Engagement program, into 24 metropolitan schools. During this study they had 220 teachers and 2925 sixth grade students participate.

Over the course of a whole academic year, the researchers studied, observed, and collected data on the students and teachers physical and mental state.

Findings

Through this study it was found that when schools implement the BASE program, middle school students experience less anxiety, increased willingness to protect their peers from bulling, were less defiant towards teachers, and were more willing to engage in the lessons that were being taught. When a student has an environment that is welcoming and relaxing, teachers that are patient, and peers that are accepting, middle schoolers are more willing to learn and fully engage in what they are learning. Additionally, ethnic minority youth and students with low economic status were also found to have a more positive transition into middle school when the educational facility utilized the BASE program. When the environment was design to lower stress and the teachers were trained within the age group of middle schoolers, students felt safer overall. Middle school can be a challenging transition; therefore, it’s important that not only the environment facilitates less anxiety, but the teachers are also properly educated on how to handle challenging situations that can make students feel uncomfortable.