Promoting a Successful Transition to Middle School by Patrick Akos Christopher Lineberry J. Allen Queen

Author:Patrick Akos,Christopher Lineberry,J. Allen Queen
Language: eng
Format: epub
ISBN: 978-1-317-91915-5
Publisher: Taylor & Francis Ltd

There is a bidirectional influence between family interaction and school performance. Researchers have concluded that to improve student achievement and decrease dropout rates, schools must enhance the family’s knowledge about transitional activities, as well as the challenges associated with the new curriculum. They should give families the tools and teach them the varying strategies that will strengthen their ability to encourage their child’s academic success.41 Parents should be encouraged to participate in the education of their children; every child should have at least one adult who is committed to his or her education.42 If a parent is not available or capable of supporting education, then this adult is a teacher or counselor. This fact reaffirms the importance of student-teacher relationships to student academic success, as well as the importance of parental involvement. Parents must be alerted to their importance to their child’s success and should feel comfortable coming to school to interact with staff and to assist their child.43

Results are again mixed on the influence of the protective nature of support peer structures. Developmentally, peers tend to take on a larger role, but the disruption of the peer network may lessen the potency of peer support. Wentzel (2003) demonstrated that sixth-grade students who are rejected by classmates are at risk for future behavior problems. Although Berndt, Hawkins, and Jiao (1999) did not find a significant effect of peer support, Hirsch and DuBois (1992) found pretransition support to be a significant factor. They suggest that elementary students with high peer support are more likely to maintain satisfactory peer networks and can rely on earlier peer comfort to cope during times of change. Kurita and Janzen (1996) suggested that parents provide the most tangible and emotional support, whereas peers’ informational support is the best predictor of social adjustment.

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