Now we begin an exciting journey with the letter C, which is one of the most important letters in the world of middle level education. From the shape of it, it resembles an opening, a welcoming place, a safe harbor—all things that young adolescents want and need. While they may not shout it from the rooftops (because many of them are masters at "saving face" and acting "cool"), our students come to us looking for a steady, open place to land and bring their lives every day. It's up to us to maintain that openness in word, deed, communication, and in our supportive programs.
It's important to note as well that the C is rounded on its foundation, giving it the ability to flex and rock if something hits it suddenly and violently. That aspect of its shape is also important to consider as we think about the developmental responsiveness of our interactions with young adolescents and the initiatives we create to help them. While they must be steady and consistent, they cannot be so rigorous that they are inflexible. Rather, they must be able to bend and respond when the unexpected happens—and our young adolescents definitely bring the unexpected. In short, we have to be able to rock (like the C) when they roar.
And there's no denying that the sound of the letter C is the perfect sound for middle level education. Go ahead, say it. C. It seems to go on for miles and miles, open and expansive and ready to be the water for any vessel. An amazing middle grades school, teacher, administrator, staff member, after/before-school provider, or parent/guardian must behave and be present like the unflappable sea of C for every young adolescent they serve. The kids are counting on us to be the letter C: steady, calm, and a consistent way to carry them onward.
Now that we've covered the letter itself, what will be the first C word that we explore for the middle grades? Create? Construction? Community? Culture? Caterwaul? Cheeseburger? Perhaps critical is the best first word. Why? From my time in the classroom, in the administrative office, and in schools working with AMLE, I think there needs to be a greater sense of urgency about the middle grades. It's an undeniable fact that boatloads of attention (and funds) are paid to the elementary, high school, and higher education settings—oftentimes to the detriment of the middle grades. We are either forgotten, misunderstood, or relegated to the shadows.
But why is that? Are we not worthy of the same degree of attention? Do our students not deserve an equal place on the educational stage? Do our efforts for our young adolescents not require the same funds, policies, and advocacy? I think (and every middle level educator I know thinks) that our young adolescents deserve and require even more than an equal place. They should have a critical place, an elevated place on which we can shine a spotlight on their unlimited potential as well as on their blossoming, unique needs.
But too often we are told to wait. Too often we are told that our kids aren't ready. One prime example happened to me while I was speaking at a conference for college admissions counselors a couple years back, and I have to share it here because it continues to anger me to this moment. It screams to me about the lack of urgency that people feel about the middle grades. At this conference, the exhibit hall space was filled with vendors peddling the latest college and career wares (e.g., technology solutions, college trackers, occupation explorers). As the curious person I am, I walked casually yet earnestly through the hall and occasionally stopped to ask vendors, "So what kind of work do you do with middle schools and young adolescents?" Every single vendor looked at me like I was crazy to ask such a question and then without fail, they responded with, "Oh, those kids aren't really ready for this. We work with high schools and their students." As blood coursed through my veins, I nodded and walked away, resisting the urge to kick their booths down to the concrete floor with my red shoes. Not ready? Those kids? Why does that attitude prevail?
I have a theory. And it's related to storytelling. Despite all of our efforts, our research, and our pleas, the story that continues to be told about middle school is that it is a time of wild flux, crazy change, and unfettered shift for young adolescents. The narrative that most of our society loves to tell is this one: junior high/middle school is a horrible time (because we remember it as a horrible time for us) and middle school kids are aimless people with attitudes, acne, and awkwardness (like we remember ourselves back then) who don't know what they're doing now or what they want to do in the future. So yeah, why should we spend additional time and effort on middle school and those kids? Especially when it feels emotionally better to spend time and money on the story of elementary school and the "cute" and "innocent" characters in that tale, and similarly, when it feels more practical and forward-thinking to invest in the story of high school and the more "stable" and "prepared" characters in that tale.
That predilection and those misconceptions make me both angry and sad. I'm angry that people see middle school and young adolescents that way. Those of us who work with "those kids" fully embrace their uniqueness—because that's what makes them awesome. That's what makes them such a gift to work with every day. So it angers me that people prejudge middle school and then neglect us because they don't see it as a critical age. It also makes me sad because I'm part of the problem. I suppose I haven't done enough to tell the other story of middle school and of young adolescents so people understand just how amazing and critical the story is. Perhaps I haven't done enough to "flip the script" when people talk poorly about our students. I've celebrated middle school throughout Middle Level Education Month like I should, but perhaps I'm only sounding the proud trumpet in the same chamber every day.
So now's the time. It's time to blast the critical song of the middle grades to everyone so they can know what we know and feel what we feel... That middle school, middle grades, middle level education, and young adolescents are most definitely critical characters in the story of education's past, present, and glorious future. Pay attention and pay us mind.
So how, when, and to whom will you share middle level education's critical story?