12/20/2023 0 Comments For middle schoolersFagell also asserted that middle schoolers experienced drops in confidence, performance, and academic self-identity. Fagell saw the opportunity to guide students on how to self-regulate emotions and use various tools to navigate such emotions as a prevention strategy. For example, Fagell said that suicide rates have doubled from 2007 to 2014 among students between the ages of 10 and 14. One area of concern was mental health: middle schoolers reported increased rates of mental illness. They need strong and appropriate role models to solidify their values and develop academic and life skills (see Box 2-1). Fagell added that there is no system consistently in place within middle schools to navigate these concerns.įagell continued to a discussion on the pertinent characteristics of middle school students. Teachers expressed their frustration at the lack of boundaries demonstrated by parents, while students wanted autonomy. Should play in their child’s life at school, what level of independence to give their child, and how they should handle expectations from school administrators. As a counselor and a psychotherapist, she has heard from parents voicing their uncertainty over what roles they Fagell found a lack of information on innovation in school settings within the education and counseling fields and limited resources on how to create effective communication channels between parents, administrators, teachers, and middle school age children. The focus shifted to early childhood development and literacy and the college-to-career transition. After researchers initially focused on middle schools in the 1980s and 1990s, interest in middle schools waned. She explained that middle school is a “distinct developmental phase” with specific needs and that research should not classify this group of adolescents with high school students and older teenagers. She opened by discussing the lack of research focused specifically on middle schoolers. Phyllis Fagell, certified professional school counselor at the Sheridan School in Washington, DC, psychotherapist with The Chrysalis Group, and journalist, delivered the keynote address. A question-and-answer session with the audience followed. The session was moderated by Michelle Larkin of the Robert Wood Johnson Foundation and featured presentations by Phyllis Fagell of the Sheridan School, Joanna Williams of the University of Virginia, and Joaquin Tamayo of EducationCounsel. The first of three panel sessions focused on an overview of the developmental needs, considerations, and issues related to middle schoolers. To Thrive in Middle School and Beyond, and the Middle School Years, a 360 View
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