Unique Needs of Young Adolescents
What do we know about the
unique needs of young adolescents which drive our work in middle schools?
“Being a middle schooler is like walking a tightrope, A
silver thread spun between childhood and something unknown, Where the wind of
expectation sways beneath each step, And the crowd below—half cheering, half
waiting for the fall— Holds its breath.
It feels like being a
shadow in a house of glass, Shifting to fit the rhythm of every room, A
whispered secret, a practiced smile— An identity melting, reforming, Searching
for the light that was yours all along.
It can be an
unfinished symphony, Notes half-written, Melodies colliding in the discord of
self-doubt, Yet somewhere, beneath the noise, A crescendo waits to rise.
It is standing on the shore, Where waves of uncertainty pull
at your ankles, One moment retreating, offering sandcastles of certainty, The
next, crashing forward, rewriting the map of who you are.
It feels like holding a compass that spins without end,
North shifting with every new voice in the room, A labyrinth of choices
stretching ahead, Each path paved with whispers of what you should be.
But perhaps—perhaps— Being a middle schooler is like
standing between echoes and stars, Between the voices that tell you who you
were And the constellations of who you might become. Somewhere in the silence
between them, You will find your own voice, Rising, unwavering, infinite” (2025)
WOW. The
above poem was written by a 7th grade student and submitted to the
AMLE 2025’s Soundoff competition that asks middle school students to share
their voice, reflecting on this pivotal time in life. I started out with this
poem because it highlights, from a student’s point of view, the in-between that
they are in. They are transitioning out of childhood, laying the foundation of
becoming an adult but still learning, developing, and in need of support. They
have many loud voices pulling them in various directions to become people the world
wants them to be… friends, parents, teachers, coaches, siblings, the list goes
on and on.
These
students are in a period of transition… Physically, emotionally, socially, and
academically. New concerns arise during
this time as a result. Students who are at risk of developing a mental health condition,
like anxiety, depression, or substance abuse, often times experience symptoms
by age 14 (Hesson and Kode, 2022). Relationally, young adolescents are generally
shifting the importance of who they value during this time of life and new
types of relationships are beginning to form. “…sexuality and physical
relationships with others begin to become more prominent. Moreover, at the same
time parent and family dynamics are changing which often lead to more
independent behaviors (Nelson et al., 2005; Steinberg, 2005)” (Bouton, 2021).
To dive
into where young adolescents really need support, I liked the asset categories
that the Search Institute published as part of their “40 Developmental Assets
for Middle Childhood” document. This felt like a helpful framework for addressing
these needs in a action oriented method. A few that that stood out to me as
especially important for teachers (Search Institute, 2023):
1.
Support – Other Adult Relationships. I am
going to make it my goal whenever I am in the classroom to show students that I
am part of their supportive adult network. I aim to offer encouragement, a
positive class environment and to be open to listening.
2.
Empowerment – Children as Resources. I’ve
thought the theme of students saying “It made me feel good that my teacher
wanted to know what I thought…” has been an interesting theme in some of the
documents, videos, and podcasts we have been introduced to through this class. By
asking students for their input or their perspective you are not only signaling
to the student that they matter but the process of developing an opinion based
on observations and experiences is an important skill to refine.
3.
Boundaries and Expectations – School Boundaries.
This is a big one. I am really looking forward to my fall placement and
student teaching in the spring to learn how practicing educators right now are
creating an environment of independence in Middle School but also creating
clear and understood expectations in the classroom. This is critical that a
balance is struck because young adolescents are learning to push boundaries at
this age and but teacher/student conflict can sometimes be avoided by having
clear classroom expecations.
4.
Positive Identity – Self-Esteem. Now
this isn’t necessarily the job of the teacher; however, setting students up for
success is a key to them developing positive self-esteem academically. How can
we meet students where they are and help them gain self-efficacy in your
subject? Ensuring the student is working in the zone of proximal development is
helpful… Are they in the correct section of their math class? Are they getting
the right support? And offering choice where appropriate is also a great way to
differentiate and diversify how students engage with the material, also
building up confidence.
These focuses must drive our
curriculum, our classroom and building culture, how we approach discipline, and
extracurricular offerings to ensure the whole child is being supported and nurtured
through this critical time of development.
References
Bouton, B. (2021, November 15). Social-emotional development of young adolescents: Fact and fiction. AMLE. https://www.amle.org/social-emotional-development-of-young-adolescents-fact-and-fiction/
Hesson , N.,
& Kode, K. (2022, March 25). Middle School Mental Health: 6 steps
educators can take to address student needs. AMLE.
https://www.amle.org/middle-school-mental-health-6-steps-educators-can-take-to-address-student-needs/
Search Institute.
(2003). 40 Developmental Assets® for Middle Childhood (ages 8-12).
Minneapolis, MN.
Singh, S. (2025).
Echoes and Stars.
https://www.amle.org/wp-content/uploads/2025/05/Singh_Sanya_Sound_Off.pdf
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