At Old Trail School, we recognize that the middle school years are a period of profound and rapid change for adolescents. Our comprehensive Social-Emotional Learning (SEL) program for middle school students is thoughtfully designed to meet these unique developmental needs, fostering well-rounded individuals who are prepared for academic success, healthy relationships and responsible citizenship.
Understanding Adolescent Development & Needs in Middle School
The journey through middle school (roughly ages 11-14) is characterized by significant shifts across cognitive, emotional, social and physical domains. Our SEL approach is built upon a deep understanding of these changes:
COGNITIVE DEVELOPMENT
Adolescents begin to think more abstractly, engage in critical thinking and develop a stronger sense of identity. They question rules, explore complex ideas and start to envision their future.
NEEDS
Opportunities for self-reflection, critical analysis of social situations and guidance in forming personal values and identity.
EMOTIONAL DEVELOPMENT
This period is marked by heightened emotional intensity, mood swings and increased self-consciousness. Students are navigating new feelings and learning to manage them.
NEEDS
Strategies for emotional regulation, stress management, building resilience and developing a positive self-concept despite internal and external pressures.
SOCIAL DEVELOPMENT
Peer relationships become increasingly central, influencing self-esteem and behavior Students seek a sense of belonging, navigate social hierarchies and experiment with different social roles.
NEEDS
Skills for building and maintaining healthy friendships, navigating conflict, resisting negative peer pressure and understanding social dynamics.
PHYSICAL DEVELOPMENT
Puberty brings rapid physical changes, which can impact body image, self-esteem and energy levels.
NEEDS
Support in adapting to physical changes, fostering body positivity and understanding the connection between physical well-being and emotional health.
Social-Emotional Learning at OTS: Our Framework
Old Trail School's SEL program is integrated throughout the middle school experience, drawing upon the widely recognized CASEL (Collaborative for Academic, Social and Emotional Learning) framework of five core competencies:
SELF-AWARENESS
The ability to understand one's own emotions, thoughts and values and how they influence behavior across contexts. This includes recognizing one's strengths and challenges with a well-grounded sense of confidence and purpose
SELF-MANAGEMENT
The ability to manage one's emotions, thoughts and behaviors effectively in different situations and to achieve goals and aspirations. This includes skills like impulse control, stress management, self-discipline and motivation
SOCIAL AWARENESS
The ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures and contexts This also includes understanding social and ethical norms for behavior and recognizing family, school and community resources and supports.
RELATIONSHIP SKILLS
The ability to establish and maintain healthy and supportive relationships and to effectively navigate diverse settings and groups This includes communicating clearly, listening actively, cooperating, negotiating conflict constructively and seeking or offering help when needed.
RESPONSIBLE DECISION-MAKING
The ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes considering ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions and the well-being of self and others.
Social-Emotional Learning at OTS: Our Approach
At Old Trail School, we intentionally weave these SEL competencies into the fabric of our middle school program, directly addressing adolescent developmental needs:
ADVISORY PROGRAM
Our dedicated advisory periods provide a consistent, safe space for students to connect with a trusted adult and a small peer group. These sessions explicitly teach self-awareness and selfmanagement skills, facilitate discussions on social dynamics and offer opportunities for guided, responsible decision-making.
INTEGRATED CURRICULUM
SEL is not a standalone subject but is embedded within academic disciplines. For example, literature discussions foster social awareness and empathy, history lessons explore responsible decision-making in different contexts, and collaborative projects build relationship skills.
RESTORATIVE PRACTICES
We utilize restorative justice principles to address conflicts and build community. This approach emphasizes understanding the impact of one's actions on others (social awareness), taking responsibility (self-management), and repairing harm (relationship skills), rather than simply punishing misbehavior.
COMMUNITY BUILDING & SERVICE LEARNING
Opportunities for students to contribute to the school and wider community foster a sense of purpose and belonging. Service learning projects enhance social awareness, empathy and responsible decision-making as students identify needs and work collaboratively to address them.
MINDFULNESS & WELL-BEING
We provide tools and practices for stress reduction and emotional regulation, such as mindfulness exercises and dedicated well-being lessons, directly supporting students' emotional self-management.
TEACHER MODELING & TRAINING
Our faculty and staff are trained in SEL principles and consistently model these competencies in their interactions with students and colleagues, creating a supportive and emotionally intelligent school environment.
PARENT PARTNERSHIP
We actively engage parents in our SEL efforts, providing resources and communication to reinforce socialemotional learning at home, recognizing the crucial role families play in adolescent development
Social-Emotional Learning at OTS: In Action
As the middle school years unfold, each grade presents its own distinct set of developmental opportunities and challenges. In the following sections, we take a closer look at how Old Trail’s SEL framework comes to life in:
GRADE 6
Students enter middle school eager yet anxious, relying on structure and support to build organization, selfregulation, and confidence while beginning to form identities, friendships and independence.
GRADE 8
GRADE 7
Energetic and socially driven, students test boundaries and explore identity; with structure and affirmation, they strengthen friendships, balance responsibilities and grow in selfawareness.
As confident leaders preparing for high school, students balance independence with emotional highs and lows, building resilience, identity and readiness for the next step
Together, these grade-level explorations illustrate how our program meets students where they are helping them grow into thoughtful, well-rounded young people ready to take their next steps
EMPOWERING STUDENTS FOR LIFELONG GROWTH
Old Trail School's commitment to social-emotional learning is central to our mission of nurturing the whole child. By intentionally aligning our SEL program with the unique developmental trajectory of middle school adolescents, we empower our students to navigate the complexities of this pivotal stage with confidence, empathy and resilience.
Our goal is to prepare students with both academic knowledge and the life skills essential for thriving in an ever-changing world.
The Social-Emotional Journey of a
GRADE 6 STUDENT at Old Trail
School
Entering Grade 6 at Old Trail School marks a significant milestone in a child’s socialemotional development, blending excitement, curiosity and inevitable challenges as they transition into the middle school years. Throughout the year, these students grow remarkably in their confidence, emotional maturity and academic engagement, all while navigating the complex landscape of friendships, responsibilities and self-discovery.
Grade 6 students are navigating the initial middle school experience with a blend of nervousness and eagerness They are emotionally immature but curious and imaginative, eager to please and often overwhelmed by new expectations. This stage involves developing organizational and emotional regulation skills, as students begin to test boundaries both socially and academically They rely heavily on structure, scaffolding and consistent support as they build confidence and become more comfortable with their emerging independence.
Middle School is a fresh experience for all students, including those continuing from Old Trail. Each year, we welcome new classmates, enriching the grade level and community. Student voice and choice are central to our program through Performing Arts, Athletics, Electives and lunchtime and break options, students have meaningful opportunities to make decisions within a supportive environment These choices help them build independence, responsibility and confidence during a formative time in their development.
The Journey of a Grade 6 Student
The journey through Grade 6 unfolds in distinct phases, each bringing new challenges, milestones and opportunities for growth From the anxious excitement of fall to the boundarytesting of winter and the growing maturity of spring, sixth graders steadily develop the confidence, independence and resilience that will carry them forward in middle school. This progression reflects Old Trail’s intentional approach balancing structure and support with opportunities for choice and independence so that students grow into capable, self-assured learners by year’s end.
FALL: NERVOUS, ANXIOUS & EAGER
At the start of the year, sixth graders often arrive feeling a mixture of nervousness and eagerness They may experience some anxiety about the new routines, social dynamics and academic expectations, but underneath it all, they carry a strong curiosity and imaginative spirit. Emotionally, they are still developing often immature and eager to please teachers, peers and themselves. This is a time when students can feel overwhelmed, especially as they adjust to the increased responsibilities of middle school life. Students need time to practice the skills needed to change classes, manage their materials, adjust to different teacher expectations and navigate the complexities of peer groups.
During these early months, sixth graders need significant scaffolding from their teachers and advisors. They rely heavily on repetition, structured routines and explicit expectations to help them find their footing Employing paper planners, checking assignments and grades on their online gradebook, and ongoing support from advisors are all essential tools for students at this stage. Patience and positive affirmations play a crucial role in building their emotional regulation skills. Firm boundaries combined with consistency and accountability help these students begin to internalize the habits and attitudes necessary for success.
The Journey of a Grade 6 Student
WINTER: TESTING BOUNDARIES & BUILDING CONFIDENCE
By midyear, sixth graders have generally settled into their environment, developing close peer groups and growing more comfortable with the social and academic landscape. This phase is marked by an increased willingness to test boundaries both socially and academically an important sign of their developing independence and emerging identity Students become more organized and confident, frequently asking for what they need, and begin to navigate their own schedules and priorities more adeptly.
This stage often brings social-emotional ups and downs, including occasional drama, irritability and peer pressure. The students are still learning to manage impulse control and balance competing demands from school, home and extracurricular activities. Maintaining focus and managing stress remain ongoing challenges. Teachers continue to provide firm structure, clear guidance and patient support, while encouraging opportunities for independence that validate students’ growth and maturity.
SPRING: EMOTIONAL MATURITY & READINESS FOR SUMMER
As the school year draws to a close, sixth graders demonstrate notable emotional growth, transitioning increasingly from childhood into adolescence. They appear more confident and emotionally mature, settled into daily routines and ready for the end-of-year milestones Their engagement peaks during meaningful, effort-driven projects and exciting experiences such as the Stan Hywet project, the Toronto trip and other community events like Earth Day and Spring Fling.
Despite their progress, sixth graders still require calm, consistent environments with clear expectations to finish strong. They benefit from structured yet meaningful projects that reinforce responsibility and encourage reflection. Ongoing reassurance and reminders of their capabilities help students wrap up the year positively, feeling prepared to move forward with resilience and pride.
The Journey of a Grade 6 Student
ONGOING SOCIAL-EMOTIONAL NEEDS AND CHALLENGES
Throughout the year, sixth graders wrestle with several common challenges. They face early peer pressure and struggle with accountability and impulse control, especially regarding time management and organization. Balancing schoolwork with home life, sports and social interactions can be difficult. The natural puberty divide the significant physical, psychological, and social differences experienced by adolescents who mature at different times relative to their peers brings added emotional complexity as they explore their developing identities
Navigating friendships and finding their place within the broader middle school community remains a dynamic and sometimes delicate process. While many have core friend groups, students often experience fluctuating social dynamics and moments of uncertainty They require continued support in habit formation, staying on task and emotional regulation to thrive both inside and outside the classroom.
HIGHLIGHTS THAT ENRICH THE GRADE 6 EXPERIENCE
Academically and socially, sixth graders at Old Trail engage in rich and varied experiences that contribute to their growth. Their art projects focus on the foundational elements of art, encouraging independent planning and reflection The academic curriculum encompasses a diverse range of topics, from rocks and minerals to ancient civilizations and world religions, fostering curiosity and a deeper understanding of the world.
Special trips and projects, including the Stan Hywet project and the Toronto trip, as well as community service opportunities like food bank field trips, create lasting memories and broaden students’ perspectives. Courses such as Spanish, Computer Science and Outdoor Education complement core classes, supporting skill-building and exploration Middle School Socials are a new way for students to engage with peers in a relaxed setting at school. Participation in student council, sports teams and advisory groups further cultivates a sense of belonging and leadership.
LAYING THE FOUNDATION
Grade 6 at Old Trail School is a vibrant, sometimes challenging, but ultimately rewarding year where students blossom socially and emotionally. With the steady support of caring educators, consistent structure and opportunities for independence, these young learners grow into confident, curious and engaged members of the school community, well-prepared for the exciting years ahead.
The Social-Emotional Journey of a
GRADE 7 STUDENT at Old Trail School
Grade 7 at Old Trail School is often described as “the middle child in middle school” a year filled with energetic growth, spirited self-exploration and the testing of new boundaries. Throughout the year, seventh graders move through a dynamic journey of developing confidence, managing social complexities and honing their academic and personal identities. Team sports are offered for the first time, providing Grade 7 students with the opportunity to compete alongside their Grade 8 peers.
Grade 7 marks a period of heightened self-awareness and identity exploration Seventh graders are energetic, playful and socially driven, often grappling with inconsistent behaviors and impulse control. They show growing confidence yet remain selfconscious about academic and social differences Executive functioning skills, such as time management and organization, become critical developmental areas of focus Students benefit from clear expectations, frequent positive affirmation and opportunities to develop leadership skills while learning to navigate complex social dynamics and fluctuating motivation
The Journey of a Grade 7 Student
Seventh grade is a year of spirited growth and self-discovery, filled with both energy and challenge. As students transition beyond the initial phase of middle school, they develop greater confidence in routines and expectations, but also face new challenges with identity, motivation and impulse control. Each season of the year presents opportunities for learning and growth excitement and self-consciousness in the fall, deeper self-awareness and social navigation in the winter, and fluctuating maturity in the spring. With consistent support, structure and affirmation, seventh graders gain resilience, strengthen friendships and take meaningful steps toward becoming selfaware, thoughtful leaders.
FALL: EXCITEMENT MIXED WITH STRUGGLES FOR IDENTITY
As seventh graders begin the year, they arrive full of excitement and enthusiasm but often struggle with their sense of identity This age is marked by a unique duality students are more confident than in previous years because they have a better understanding of school structures, routines and expectations. Yet, they remain selfconscious and acutely aware of their academic and social differences. Their energy is abundant, sometimes leading to restless or inconsistent behaviors that require frequent breaks and guidance.
At this stage, students are eager to take on leadership roles and exhibit bold personalities; however, they can also be inconsistent in their impulse control and self-regulation They need clear, simple instructions along with ongoing reminders to help them stay focused. Teachers and advisors provide a crucial balance of “tough love” and empathy, offering frequent praise and positive affirmation to support students as they test boundaries socially and academically.
The Journey of a Grade 7 Student
WINTER: BUILDING SELF-AWARENESS & MANAGING SOCIAL DYNAMICS
By midyear, seventh graders demonstrate growing self-awareness and begin to navigate their social world with more maturity They develop a stronger sense of self while learning how to manage friendships both old and new with increasing social resilience. However, this period can also highlight their challenges with executive functioning, including organization, time management and asking for help when needed.
Despite their readiness for complex academic work, some students display apathy or struggle to find motivation within conventional classroom structures. Their high energy and playful nature can lead to rowdiness, which challenges their ability to control impulses and maintain focus It’s a time when consistent check-ins, firm boundaries and clear expectations remain essential. Collaborative projects that encourage peer interaction alongside individual responsibility help engage these learners and foster a sense of accomplishment
SPRING: FLUCTUATING MATURITY & PREPARING FOR THE NEXT STEP
As the school year winds down, seventh graders often experience fluctuations in their maturity levels One day they may be capable and composed, the next unfocused and disruptive. The novelty of middle school begins to fade, and some students face frustration as they anticipate another year ahead. Motivation and impulse control can fluctuate, making it more challenging to meet academic and behavioral expectations consistently This is especially acute as they look to their friends in Grade 8 who have made secondary school decisions and are preparing to leave Old Trail for high school.
Teachers focus on maintaining structure and providing positive reinforcement to help students end the year confidently. Students benefit from meaningful projects that demand effort and responsibility, coupled with ongoing support and reassurance of their abilities. This phase highlights their continued social-emotional growth as they prepare to transition into eighth grade with a deeper understanding of themselves and their place in the school community.
The Journey of a Grade 7 Student
ONGOING SOCIAL-EMOTIONAL NEEDS AND CHALLENGES
Throughout the year, seventh graders require clarity, structure and frequent positive affirmation from adults They thrive with routines, clear guidelines and reminders that promote accountability and growth. Empathy and trust from teachers and advisors foster an environment where students feel safe to express themselves and explore their emerging identities.
Still highly socially driven, seventh graders often act impulsively without fully considering consequences. They wrestle with managing friendships, developing self-control and balancing their abundant energy with the demands of schoolwork and extracurricular activities. Executive functioning skills such as organization, study habits and time management are areas that require consistent support. Students benefit from patient adults who provide both firm boundaries and opportunities for independence.
HIGHLIGHTS THAT ENRICH THE GRADE 7 EXPERIENCE
Seventh graders at Old Trail enjoy a rich curriculum that supports both intellectual and socialemotional development. Art projects span longer durations and more complex themes, including collaborative Holocaust work, surrealism, wire sculpture and linoleum relief printing, all interwoven with art history and other subjects.
Academic studies encompass a diverse range of topics, including diagnostic medicine, world religions, experiential field trips, the rise and fall of the Roman Empire, and exploration-themed literature. Engaging electives, such as STEM and Outdoor Education, encourage hands-on learning in areas such as native tribes, nature journaling, conservation and biology. Special trips such as the Tremont trip with theater activities, advisory hikes, and community service outings to the food bank build fellowship and leadership. Extracurricular opportunities, including sports like table tennis and saber fencing, as well as creative performances and fellowship experiences, round out a vibrant middle school year.
EMBRACING GROWTH AND EMERGING LEADERSHIP
Seventh grade at Old Trail School is a pivotal year where students embrace their emerging selves with enthusiasm and courage, all while navigating the complexities of adolescence. With a supportive and structured environment, and a curriculum designed to engage their minds and hearts, seventh graders continue their journey toward becoming confident, thoughtful and resilient young leaders.
The Social-Emotional Journey of a
GRADE 8 STUDENT at Old Trail School
Grade 8 at Old Trail School is a year marked by spirited leadership, growing selfassurance and a complex mix of emotions as students prepare to transition from middle school to high school. These young adolescents arrive as confident leaders eager to embrace their roles in the community while simultaneously navigating the bittersweet feelings of nostalgia and anticipation
Grade 8 students embody greater psychological maturity, characterized by selfassurance and a strong sense of identity They embrace leadership roles and demonstrate comfort in diverse social and academic settings However, they also experience a wide range of intense emotions including excitement, anxiety and nostalgia as they prepare to transition to high school. Managing motivation, focus and emotional regulation are key challenges during this final middle school year
With appropriate support that emphasizes affirmation, independence and emotional validation, eighth graders consolidate their growth, poised for success beyond Old Trail School
The Journey of a Grade 8 Student
Eighth grade is both a celebration of growth and a time of transition, as students step into leadership roles while preparing for the move to high school They begin the year with confidence and pride as the oldest members of the middle school, yet they also carry a wide range of emotions from excitement and independence to anxiety and nostalgia. Each season brings new challenges and opportunities: the fall highlights their leadership and energy, winter deepens their self-awareness and responsibility, and spring blends joy with the bittersweet task of saying goodbye. With steady guidance, affirmation and meaningful experiences, eighth graders leave Old Trail more resilient, self-assured and ready for the journey ahead.
FALL: CONFIDENT LEADERS WITH A RANGE OF EMOTIONS
At the start of the year, eighth graders enter with a strong sense of self and poised confidence They are comfortable navigating different teaching styles and are more willing to share their thoughts and feelings with teachers. As the oldest in middle school, they carry a sense of pride in their leadership roles and approach the year with enthusiasm.
Yet beneath this confidence lies a wide emotional range. Many students feel excited about the opportunities ahead, but also anxious about the upcoming transition to high school Some display boldness in their interactions, testing boundaries as they assert their independence Others may feel exhausted from the year’s demands but remain engaged in meaningful classroom and community experiences.
The Journey of a Grade 8 Student
WINTER: NAVIGATING IDENTITY & RESPONSIBILITY
Midyear, eighth graders show a deepening self-awareness and increased maturity. They balance the joy of being role models with the reality of growing responsibilities, including managing more complex academic work and beginning the secondary school application process. During this period, students often feel nostalgic about their time at Old Trail School, reflecting on their growth while also looking forward to new challenges.
Teachers and advisors focus on helping students feel seen and validated, offering encouragement and clear reminders about their evolving responsibilities. While eighth graders generally demonstrate independence, they still benefit from consistent check-ins and supportive guidance to sustain motivation and focus Positive reinforcement is essential as students face “8th grade-itis” the natural dip in stamina and engagement that occurs as the school year progresses.
SPRING: PREPARING TO TRANSITION WITH CONFIDENCE & CARE
As the year winds down, eighth graders juggle the emotional complexity of saying goodbye to a familiar community while finishing strong academically and personally They experience a mix of excitement for high school and quiet anxiety about the unknown. Social dynamics shift as friendships evolve and students prepare to part ways with peers.
During this time, many struggle to maintain focus and accountability, balancing participation in end-of-year celebrations and trips such as the Washington D.C. trip, the Cedar Point visit, and the eighth grade retreat with final projects and assignments. Impulse control and emotional regulation can be challenging, but with patience, consistency and reassurance, students can be guided toward a positive conclusion to their middle school journey.
The Journey of a Grade 8 Student
ONGOING SOCIAL-EMOTIONAL NEEDS AND CHALLENGES
Eighth graders require adults who provide a careful balance of high expectations and heartfelt support They need to feel truly seen and valued, with guidance that fosters independence while offering reassurance about their readiness for the next step. Clear communication about leadership roles, responsibilities and the secondary school search helps them manage the increased demands of this pivotal year
Common challenges include managing changing social relationships and navigating complex friendship groups, sustaining motivation amid academic pressures, and balancing emotional highs and lows Organization and executive functioning skills remain areas for growth, as does the ability to stay focused and engaged through the year’s end.
HIGHLIGHTS THAT ENRICH THE GRADE 8 EXPERIENCE
The eighth-grade curriculum and community life are rich with opportunities that support students’ social-emotional and academic development. Art projects emphasize symbolism and professional craftsmanship, with long-term works such as the geometry font project, totem pole and woodcut relief prints, connecting creative expression to cultural studies and history.
English and history classes delve into classics such as Lord of the Flies and Romeo and Juliet, alongside inquiry-driven projects that address social justice topics, including modern slavery and the 9/11 Memorial. Science and math courses challenge students with physics units and labs that apply theoretical concepts to real-world problems.
Beyond academics, eighth graders engage in initiatives such as the Healthy Choice advisory program, coordinate fundraising events like Café Day, and energize school spirit through roles like spirit leaders at Spring Fling. These experiences cultivate leadership, responsibility and fellowship, leaving students poised and prepared for their transition to high school.
READY TO EMBRACE WHAT COMES NEXT
Eighth grade at Old Trail School is a transformative year filled with growth, leadership and emotional complexity. Supported by attentive educators and a caring community, these young adolescents emerge more confident, self-reliant and ready to embrace the exciting journey ahead.
Social-Emotional Learning at
OLD TRAIL SCHOOL
Supporting Middle School Adolescent Development
We understand that middle school is more than a bridge between childhood and adolescence it is a defining journey of discovery, challenge and growth. Our intentional Social-Emotional Learning framework, grounded in expertise and care, equips students with the confidence, resilience and empathy needed to thrive both in school and beyond By meeting children where they are and guiding them through each stage of development, Old Trail empowers families with the assurance that their children are not only academically prepared but also emotionally ready to embrace the future.
