Student MoversYoung Adolescent Advocacy Project

By Leigh Roberts

Facts•According to a study from the University of Texas, in Texas public schools 1/3 of all students switch schools at least once between fourth and seventh grade •It can take up to two school years for students to fully recover from a move and frequent movers may never fully reach the same social development of a regular student•When ranked by teachers and mental health workers, moving ranked as the 19th most stressful life event for a child. According to children, however, it ranked 7th

•Military families relocate every 2 to 3 years and students from these families attend an average of 6-9 schools through their Kindergarten through 12th grade years

Reasons for Moving

•Relocating homes and school districts is more often than not linked with a difficult situation at home, i.e. parent job loss, loss of previous housing, parent divorce—all of which cause extreme anxiety for a child and disrupt academic progress

•Other common reasons include military relocations, pursuing higher quality schooling, or job promotion. Moves for these more positive reasons generally do not disrupt academic progress, but do still cause emotional stress

•Moving alone is stressful enough, but it is important to remember as teachers that there is a lot more going on at home. Moving occurs within the context of other stressful experiences.

In a study of public school middle grades in Texas, of the students surveyed who did not qualify for a subsidized lunch, only 25% moved once and 5% moved multiple times.Of the students eligible for a subsidized lunch, 40% of the students moved at least once, 10% moved twice, and of students 7% moved three or more time.

•Relocations are associated with higher rates of child dysfunction, behavioral problems, failing a grade in school, and low test scores and grade point averages.•Multiple transitions magnify these associations.•Taking Maslow’s Hierarchy of Needs into consideration, if students do not feel safe, supported, or cared for at home, they cannot possibly learn effectively in the classroom.

Emotional & Developmental

Intense emotional and anxious time During the developmental period for young

adolescents, they have a strong need for intimacy, autonomy, cognitive challenge, and feelings of competence

They have a desire to have control over their lives and life choices

They want to establish their identities and social life outside of their families

Following a transition, many students feel less positive about their own potential and the importance of schooling at all

•Frequent “school changers” such as children of migrant workers or those who live in economically disadvantaged families evoke particular concern in their adjusting periods.•Generally, it takes students at least a full school year to up to two full years to completely adapt and adjust to reach the place where other students are.•Students who move frequently, however, may never fully recover to where an average student is socially, emotionally, or academically.•Girls are historically more likely to have transition problems because they place greater importance on peer relationships and have a greater drop in self esteem during transition.•Girls tend to be more emotionally attached to the place they are leaving behind, in addition to the fears surrounding entering somewhere new.

Challenges

•Diversity in curriculum•Differing school calendars•Effective transfer of records•Testing •Differing availability of special programs•Emotional aspects of a transition•Effects of relocation on parents•Creating an “opportunity instead of challenge” mindset

In the Classroom Looking at classrooms

receiving new students, studies have shown that movers disrupt classroom flow as they come from various types of academic backgrounds.

On the flip side of this, families who move into school districts to increase school quality, arguable increase classroom flow.

In-state moves cause less of an academic stress because of consistency in the curriculum.

Out-of-state moves often require students to have to take classes with other grade levels to get on track.

Moving at the beginning of the year is one thing, but moving in the middle of the year is much more challenging. Many schools do not offer programs for students who start mid-way through, so it is all the more important that in your classroom you are looking out for these students and advocating for them, since arguably no one else will be.

Helping the students get on track academically, recognizing that there may be gaps from their old school to the new, and devoting time to helping them catch up.

Making new students aware that you are on their side and want to help them adjust.

Assign new students a partner for lunch time. Write notes for the student to take home to their family,

welcoming them to the new school and community. Encouraging students to get involved. Incorporating group work to allow the student to get to

know other students. Begin classes, especially in the beginning of the school

year, with “get to know you” activities.

Making Smooth Transitions Schools should facilitate meetings with the

student and the guidance counselor periodically throughout their first year. Ideally, the first meeting should include the student’s family, the principal, and one of the student’s teachers.

The guidance counselor or teacher should be making the student aware of different clubs and activities, getting them in contact with coaches, etc.

School Liaison Program

Designed to assist military families with school disruptions, SLP focuses on community support, formal groups, and social organizations to create a positive environment for family adaptation.

“Levels the playing field” for incoming students School Liaison professionals at schools are assigned to

students and work with the local school districts, provide information about the incoming student, make referrals, educate families, and advocate for children

The SLP’s hope is to prepare the students to make smooth transitions

Transition Programs

Transition planning team conducts a needs assessment and identifies appropriate transition activities.

Bring incoming students in to visit their new school, hosting meetings with administrators and/or guidance counselors.

Some schools offer Pen Pal programs, where the new student can be corresponding with students from their new school before they even move. This gives them the advantage of knowing at least one person when they arrive.

Hosting New Student Orientation, at the beginning of the school year to get the students familiar with school rules and policies, helping them find their way around, informing them about clubs and activities, and introducing them to faculty and other students.

•Pairing new kids with an older student when they arrive to help with the adjustment period by answering questions, showing them around, looking out for them during their first few months.

•Having already established students apply to be “mentors” or “buddies” or assist with the new student program helps to give them a sense of responsibility and involvement in what goes on within their school. Get information about new students to best match them with a buddy.

• Being in communication with the student’s exiting school to be aware of the child’s specific needs and place academically.

•Have events for new families to learn about the community and school where their child attends.

Advisory Programs

Studies have shown that effective Advisory Programs work wonders to help facilitate smooth transitions. Advisory groups that meet four times a week and include topics like transition issues, deployment, and making friends have proven to be extremely beneficial for middle grades movers.

In the end, new students just want to know that someone recognizes them and is looking out for them– A cool opportunity for teachers to be advocates.

Works Cited Aronson, K. R., Caldwell, L. L., Perkins, D. F., & Pasch, K. W. (2011).

Assisting children and families with military-related disruptions: The United States Marine Corps school liason program. Psychology In The Schools. 48 (10). 998-1015. Doi:10.1002/pits.20608 

Cauley, K. M., & Jovanovich, D. (2006). Developing an Effective Transition Program for Students Entering Middle School or High School. Clearing House, 80(1), 15-25.

Deutsch, Nancy. "Moving in the Middle: School Transition Causes Stress in Children."EduGuide. N.p., n.d. Web. 8 Apr. 2013. <http://www.eduguide.org/library/viewarticle/554>. 

Hanushek, Eric A., John F. Kain, and Steven G. Rivkin. "Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools." Journal of Public Economics 88.9-10 (2004): 1721-746. Print.

 

Madhavan, S., Schatz, E., Clark, S., & Collinson, M. (2012). Child Mobility, Maternal Status, and Household Composition in Rural South Africa. Demography, 49(2), 699-718. doi:10.1007/s13524-011-0087-3

"Middle Schools Addressing Student Transition Issues." Middle Schools Addressing Student Transition Issues. N.p., n.d. Web. 16 Apr. 2013.

"Military Child Education Coalition." Military Child Education Coalition. N.p., n.d. Web. 16 Apr. 2013.

O’Brien, M. (2003). Girls and Transition to Second-level Schooling in Ireland: 'moving on' and 'moving out' Correspondence : Maeve O'Brien, Department of Human Development, St Patrick's College of Education, Drumcondra, Dublin, 9. E-mail: obpm@eircom.net. Gender & Education, 15(3), 249-267.

Shoffner, Marrie F., and Ronald D. Williamson. "Facilitating Student Transitions into Middle School." Middle School Journal 30.4 (2000): n. pag. Amle.org. Web. 16 Apr. 2013.

"Student 2 Student and Junior Student 2 Student." Military Child Education Coalition. N.p., n.d. Web. 16 Apr. 2013.