Chapter 6: Navigating Middle School Transitions: The Role of Track Placement, Peer Networks, and Teacher Support in Shaping a Sense of Belonging to School

The transition to middle school often entails significant social and institutional changes. School transitions require students to draw upon multiple resources to make a successful adjustment. Although studies suggest that the transition to middle school can be stressful for many students (Simmons & Blyth, 1987), the research on students’ adjustment processes have been mixed. Studies show large individual differences among early adolescents in their response to the transition to middle school; some students show significant negative changes following the transition, while others do not experience any negative changes, and others experience positive changes (Crockett, Petersen, Graber, & Ebata 1989; Hirsch & Rapkin, 1987; Simmons & Blyth, 1987). However, research points to the importance of supportive interpersonal relationships. Whether formal or informal, caring relationships are related to children’s success in coping with stressful life transitions (Elias, Gara, & Uriaco, 1985; Wenz-Gross, Siperstein, Untch, & Widaman, 1997) and academic success (Gibson, Gándara, & Koyama, 2004; Stanton-Salazar, 2000).