Adolescent students are experiencing a variety of changes: physically, mentally, and emotionally. A school ought to support adolescent students by providing as much stability as possible. Additional, unnecessary transitions, such as changing from an elementary school to a middle school, have shown to negatively affect both motivation and behavior. This research explores existing data about transitions for middle school students and analyzes data from qualitative research conducted during four months of student teaching in Buckeye, Arizona. During these four months, students experienced multiple unnecessary transitions, including a multitude of different teachers. In these transitions, students demonstrated many negative behaviors that adversely affected their education. The research concludes with implications for further exploration and suggestions for teaching adolescent students.
Tory Waggoner, ’11
Majors: Secondary Education, English
Sponsor: Jill Heinrich