Moving at-risk youths into the middle school setting
Most districts offer educational options to provide students with the environment, curriculum, and support systems needed to ensure that they achieve their full academic potential. For example, incarcerated or expelled students attend juvenile court schools or community day schools. Students who have health, social, or emotional issues sometimes make a transition to independent study programs. However, schools that either refer students to alternative educational options or receive students who have been to alternative programs need to put special transition programs in place to help these students succeed in new settings.
For example, each incoming student will benefit from time with a counselor on setting goals for success in the new middle school. This discussion needs to include a frank discussion about the problems that led to the student being in an alternative setting, as well as specific strategies for meeting specific challenges. In addition, pairing incoming students with trained peer helpers or buddies and placing newcomers in a small learning community or advisory class will help them adjust to the new school. Ideally, each of the students can make a successful transition with the additional support from all members of the faculty. For more on interventions for at-risk youths, refer to the section on interventions in Recommendation 2—Instruction, Assessment, and Intervention.
Previous
Enrichment options to prepare for high school
Next
Grade-Level Configuration and the Connection to Transitions