Family Involvement in Middle Schools

http://rollinsps.vic.edu.au/?page_id=28


It is no secret that students in middle school are developing in many different ways; physically, cognitively, and emotionally. While trying to find who they are as an individual, students in middle school have a tendency to push against their families. During this time families are also beginning to distance themselves from their children and their children’s lives at school. In elementary school there seems to be more family involvement, middle school there is less, and in high school there is barely any.

Why is middle school where the shift seems to start? Middle school is the first time in a student’s schooling that their teacher has more than one class of about twenty-two students their are accountable for. In middle school teachers can have up to three times as many. It can be difficult for teachers to create relationships with over seventy different families, and continue to effectively communicate with each family throughout the school year. 

https://nces.ed.gov/pubs2017/2017102.pdf


Families are usually contacted when their child has misbehaved. From the beginning this creates a negative connotations between the family, student, and school. It is important for families to be contacted when their student does well. This will allow for the student to celebrate their achievement at school but also again when they leave school with their other support system. 

To help build the bridge between family and school parent teacher conferences can be helpful. During my experience I have been with a team of teachers who send emails to families requesting that the family chooses a time to come in and meet with the teachers and their student. While these meetings can be called to discuss disciplinary actions more often than not it is because their student is doing well in the classroom and they want their family to be aware. The student is always called into these meetings which also allows for the family, student, and teachers to be on the same as well. By creating this platform the line for communication is open for families, teachers, and students.

I believe families tend to distance themselves during the middle school years has to do with the increase in curriculum. Middle school is a time where the curriculum tends to go deeper into detail which could be intimidating to families. To make families feel more comfortable it is important for them to have background about what is going on in the classroom, and give them the confidence they need to engage with their students at home. A strategy I have come across during research is sending out Talking Points. At the beginning of each unit families will be sent an email discussing what the unit will cover and points that can be talked about throughout. There will be a weekly outline of what will be covered. Having the talking points will also allow for students to practice being the expert when at home with their parents, which will translate to a higher level of confidence in the classroom.




http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf

During this time of development students are trying to find themselves and seem to narrow their focus onto themselves. By doing so they are pushing further and further away from their families. In the past families have mainly had a direct impact on their children. During adolescence children are often indirectly impacted by their families, coming from certain beliefs or opinions of their parents or caregivers. While some families may not be physically involved with their child’s schooling it is important that they keep a positive attitude towards it. Attitudes and expectations about school and education should highlight the enjoyments of learning reflecting the value and utility of education. It is understandable that sometimes work can get in the way and often there is more than one child in school. However, with a continuous positive attitude towards education the students will be more likely to perform well.

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