The middle school years are critical transitional years for students as they learn how to manage newfound independence, greater responsibility and higher academic expectations.

Consider these assertions from a 2009 Public/Private Ventures report:

• Graduation rates. There is a correlation between how prepared a middle school student is for the transition to high school and whether he or she ultimately graduates. The pathway to dropping out starts earlier than high school.

• Dropouts. Dropping out of high school and feelings of alienation from school are strongly associated (Lan & Lanthier, 2003).
  
  
• Connection to School. A decrease in school connectedness is important because when students feel connected to their schools they fare much better on a broad range of outcomes including lower rates of substance abuse and violence, delay in engaging in sexual activity, and better emotional health (Resnick, 1997).

What does the report reveal is necessary to help middle school students transition more effectively?

• Strong academic achievement, school attendance and a sense of scholastic competence.
• Strong time-management, planning, problem-solving and study skills.
• Healthy strategies for coping with problems and stressful events.
• Accurate expectations about high school and what is needed to succeed there.
• Effective strategies for achieving a balanced academic and social life.
• Life skills development such as teaching students “approaching strategies” instead of “avoidance strategies.”

The above concerns and skills can be supported through effective afterschool programming during the middle school years. Contact CVAF at (559) 326-2069 for information on how to implement appropriate afterschool strategies for middle school students.