1

The Transition from Middle School to High School:

A Collection of Suggestions

Nina Brashears, Anna Johnson, and Joanna Tine

Definition of the Transition: Middle to High School

The transition from middle school to high school marks an important change in the life of

an adolescent. While at a basic level this change involves the physical change of building and

school environment, with that comes a change in responsibilities, expectations, peer groups,

opportunities, and experiences. The transition from middle school to high school includes time in

preparation during 8th grade and extends through the beginning of high school likely during the

9th grade year. Within this transition there are shifts in academics, supports, peer groups,

identity, and the body which all can contribute to eventual mastery of the new environment in

high school. Success in high school can take many forms, but ultimately the experience within

high school informs the eventual post-secondary choices available to students in society. At the

extremes, this transitional period is related to if students will drop out of high school or will they

have the experiences necessary to apply to post-secondary institutions. Many of influences that

will influence a student’s success in high school and beyond are established, maintained, or

removed before, during, or after this transition from middle school to high school. Areas of focus

for supporting and facilitating an effective transition from middle school to high school may

include a focus on areas such as academics or attendance, but have the foundation in

understanding how behaviors can be influenced by the environments in which students are

learning and growing. For example habits around attendance can impact achievement; one study

showed that “each additional percentage point increase in attendance decreases the odds of
 2

repeating 9th grade by 5%” (Neild & Balfanz, 2006). Additionally, Longobardi, Prino, Marengo,

and Settanni, M. (2016) describe the transition to high school as “one of the riskiest phases for

school failure, being characterized by significant social, emotional and behavioral changes.”

Given this knowledge, it is important to understand the developmental abilities and limitations of

this age group and acknowledge the individual differences that may be present when considering

interventions and suggestions for this transitional time period.

The following discussion explores the developmental influences on the adolescent as they

transition from middle to high school and discusses the implications for school counseling

practice of this age group and transition period. Additionally, concrete examples of resources for

students as well as other resources for parents are provided with the understanding that these

stakeholders have a role to play in supporting this transitional period.

Impact and Influence of Development

Most students as they transition from middle school to high school are between the ages

of 13 to 15. This is a time of change physically for students, most notably the process of puberty.

Girls generally start puberty earlier than boys. So it is important to consider the implications of

early or late start of puberty and that impact on a student. Research generally references the fact

that early developing girls are more susceptible to negative issues or risky behavior. During this

time this is also an influx of hormones that can drive emotion and behavior as well as influencing

the physical changes to the body that show development and maturation. As the body changes

adolescents can struggle with body image issues. While an adolescent’s body is beginning to

look like an adult, many of the connected cognitive, social, and emotional processes are still in

development. Within the brain, the amygdala and the prefrontal cortex are involved with
 3

emotional regulation and rational thinking and these areas develop at different rates resulting in

implications for adolescent responses. The amygdala which processes emotions matures before

the prefrontal cortex which regulates the response to emotion, which may result in varying

emotional intensity and processes. Many of the biological changes occurring at this age are

closely aligned and connected with cognitive, social, and emotional changes.

Transitioning to high school can be very confusing cognitively for students, as everything

is changing around them and within them. The iTeacherSuite website that promotes engaging

students in learning has a helpful ​transitioning PDF​, which goes through the many levels of what

to expect, including cognitively. As the social aspect of school escalates in importance, students

tend to look to peers as the social authority, versus their parents. They are overwhelmed with the

reconstruction of their academic world and rules become more like guidelines. As mentioned in

their physical aspect, ninth grade students are still continuously going through substantial

physical development, so they tend to not be able to focus their intellectuality on a more

thorough level. However, it is during this transition time that formal operations start to

cognitively develop and the students have the arising ability of considering new concepts. They

progressively realize the idea of constructing logical and formal theories. Each of these cognitive

enhancements tie into their physical, hormonal changes, and their social and emotional shifts.

The ​NC Transition Planning guide​ for 21st century schools details many initiatives to

help students, parents, and school personnel navigate the transition from middle to high school.

This transition often includes a change in social dynamics. Whereas students in middle school

have created their own friend groups and often group themselves into cliques, friendships in high

school often move into more of an interests-shared environment. Students generally identify and
 4

associate with students with whom they share an interest either in an academic area, sport, or

club. Encouraging students to explore their interests, join clubs and/or teams, and find their own

niche will help them build a social network as they go through their high school years. Students

moving from middle school to high school need to find a sense of belonging. Programs to help

them find peers through activities and events will assist students in creating their support system.

Though emotionally less volatile, students moving into high school continue to see the

world as revolving around them which is related to psychological themes such as adolescent

egocentrism, imaginary audience, and personal fable. ​Resources for teachers​ recognize that

students are beginning to ask the question “Who am I?” and discover a sense of identity.

Risk-taking activities may still be taken. A sense of seeing oneself as others see him comes out

as the student explores new activities and discovers a place in the world, in and out of the high

school context.

School-Based and Counseling-Related Accommodations and Interventions

Given an understanding of the important developmental consideration and the value of

focus on this transition, school counselors can take deliberate actions for students and integrate

programming and services within the Comprehensive School Counseling Program that address

issues around the transition from middle school to high school.

Academic Course Selection & Support

In addition to the ​NC Transition Planning guide​, each district’s High School Planning

guide, such as the ​Wake County planning guide​, will assist counselors in orienting 8th graders to

the high school curriculum, choices they are able to make, and expectations for achieving at each

level. Key to the planning for the middle school counselor is recognizing that high school
 5

planning begins at the beginning of 8th grade. Waiting until the end of the year will not allow

ample time to fully explore with 8th graders the intricacies of navigating the high school scene.

Additionally, support can be given to fully explore high school graduation requirements, elective

courses and any special programs available. Since some magnet programs for career and

technical preparation programs require applications or entering a lottery, providing this

information to parents and students early helps to promote access to these opportunities.

Middle School and High School Peer Mentoring

One of the things that can prove very helpful to students entering high school is having a

mentor at high school. Having upperclassman show groups around the building, especially where

individual classes are located, answer questions about the ins and outs of navigating the school

building as well as tricks of being in high school will assist in smoothing the transition between

middle and high schools. Mentorship could begin at the high school open house, and continue on

the first day of school several times throughout the year. Mentors could also help 9th graders

understand what clubs, sports, and other extracurricular activities are available. There may also

be the opportunity to connect 8th grade students with a high school mentor during the school

year. Utilizing the power of peer connections and relationships can facilitate this transition,

especially for students that may be at risk.

Supportive Advisory Activities & Lessons

The NC Public Schools’ ​Transition Planning​ resource for many grade levels. One of the

many suggestions it mentions for middle to high school transitions is creating “supportive

advisory group activities” and “diverse articulation activities” that can aid students, parents, as

well as teachers in the transitioning process of the eighth graders. Both are a positive way of
 6

exploring the possibility and appropriate reactions to peer pressure, what to expect on high

school tests, how to manage and balance work and school, and the many impending physical and

social changes toward adulthood. Handbooks and guides can also be created to give out in

collaboration with the middle and high school staff for the students and families that specify

what to expect, and how they can make it easier.

High School Information Fairs

Another positive accommodation for the students could be high school fairs, where the

incoming freshman could explore various clubs, sports, and extracurricular activities. The fairs

could be provided by current high school students, promoting a welcoming and bonding

atmosphere. Additionally, if there are any groups that start in the summer such as bands or

certain sports this information should be conveyed before the end of the school year. Social

events among incoming freshman and current freshman can be held for the two groups to mingle.

For those eighth graders that are especially concerned about the stresses of transition, a letter

exchange program or online communication group (such as on Facebook) can be formed with

current high school students who are willing to buddy and mentor with any questions and

concerns the incoming students may have. This type of program could continue through ninth

grade, so that the students would feel supported until they are adequately adjusted.

Resources for Students

Videos to Share the Voice of High School Students

Developmentally, middle school students are looking forward to the future, and what they

can become. Providing a video such as ​10 things I wish I knew​, provided by older high school

students, will help students have a better understanding of what they can expect, and things they
 7

will want to know. Hearing the thoughts and perspective of a student aligns with the adolescent’s

desire to connect socially with peers. There is also an opportunity for a school counselor to

connect with previous students to create video about what they wish they knew before they

started high school.

Website: www.OwnYourOwnFuture.com

This website includes resources to support students on their path the college. While not

all students may find college as the right option for them, all students should have the

information to be able to make educated choices around this options and take courses that set

them up for application to college if they and their family decide this is the best option. From the

website students can select their grade level and have pertinent information and resources shared.

One example is a video and ​reflection activity​ where students are able to prepare for the

situations they face in high school. In communicating with parents this website has resources for

parents in both English and ​Spanish.​ Choices made during this transition period may impact a

student's’ ability to access post secondary opportunities and the website explores ideas about the

school day such as ​course selection​ as well as out of school activities such as clubs, community

service, or other ​extracurriculars​.

End of Year Letter from School Counselor

At the end of the 8th grade year, it may prove helpful for school counselors to give 8th

graders a physical piece of paper with reminders of what they have discussed throughout the

year. Kerri Bridges, an 8th grade counselor at Salem Middle School in Wake County, offers an

example of what may be included in an ​end-of-year letter​. This reinforces the relationship
 8

formed between the school counselor and student during middle school and highlights important

reminders for the transitional period.

Resources for Parents/Caregivers

While transitioning to high school, parents may feel that their students need space to

explore their new space and identity. But while students do indeed need space to learn and

explore, parental involvement is very helpful in easing the transition. There are articles and

resource guides created specifically for parents to provide information for this transitional period

and information on how to best support and nurture their student during this time. This ​article

from the US News And World Report ​can prove very helpful in guiding parents with some key

points to help students. In addition, Julie Mack expands on a list of things which a parents may

find helpful in her ​tips for parents​ that specifically addresses actions for when students have

started high school in their freshman year. What parents most need to remember is that their

students still need them. Without being heavy-handed, parents should be encouraging, present,

and available. This ​resource guide ​has targeted information and suggestions for parents,

including topics such as academic achievement, media, alcohol and drugs, and bullying that even

includes potential discussion questions for parents and teens.

Implications for Counseling Practice

Although this transition from middle school to high school only takes place at one point

in time, school counselors can provide both 8th graders preparing for the transition and 9th grade

students with the skills and habits that will take reinforcement throughout the transitioning

program and continue beyond. Each year the program is provided, data collection on the level of

improvement is crucial for re-assessment of the services provided. There are always new,
 9

various, or improved aspects of transitional aid that can be implemented into the program to

further help students. It is also important to understand that each student will have a unique

experience with the middle to high school progression. While comprehensive transition

interventions can be put into place, school counselors need to be aware of how they can meet the

individual needs of each student.

References

Longobardi, C., Prino, L., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a

protective factor for school adjustment during the transition from middle to high school.

Frontiers in Psychology, 7 doi:10.3389/fpsyg.2016.01988

Neild, R. C., & Balfanz, R. (2006). An extreme degree of difficulty: The educational

demographics of urban neighborhood high schools. Journal of Education for Students

Placed at Risk (JESPAR), 11(2), 123-141.