It’s Monday morning. Summer is over, and the kids are filing into the school building after being out for three months.

For many of these students, it’s the first time they’ve stepped foot into this building. It might even be the first time they’ve met most of the other students.

For students, the first day at a new school can be overwhelming, filled with nerves and the excitement of meeting new people. For parents, watching your kid walk through those doors for the first time can induce anxiety.

“Moving students from elementary school in a self-contained classroom to the middle school level where they are changing classes every 42 minutes is huge,” says Tanis Rose, the school counselor at Mars Area Middle School.

That change brings with it not only new academic challenges but responsibilities that incoming seventh-graders did not deal with in elementary school.

“These two years are the biggest and greatest growth experiences and development a child will experience—other than when he or she was a baby—personally, socially and academically,” Rose says.

To help make the transition as smooth as possible, each May Mars Area Middle School hosts Transition Days for students and parents, to prepare them for the upcoming academic year.

At the beginning of the day, students are greeted by the school principal, Richard Cornell, who outlines his expectations, dress code and school discipline. They also watch a video presentation that shows all there is to see and do at the school, from academics, the arts, music, sports, community service and even four dances.

Seventh- and eighth-grade mentors then take the future students on a tour of the building and show them the cafeteria, gym, library and classrooms.

Transition Days not only help students get comfortable with their new building, they also help make students aware of what lies ahead and how they can adapt to their new roles and responsibilities.

KEEPING IT TOGETHER

Rose says that one of the biggest challenges incoming students face is staying organized.

“A lot of them struggle with organization coming from the contained classroom environment,” she says. “Some are intimidated by lockers.”

To help with organization, teachers give incoming students a supply list and show them how to organize their subjects using simple color-coded binder system.

Teachers also emphasize the importance of structure by teaching students how to use lesson planners.

Students also receive an assignment book in which to jot down each class assignment so that at the end of the day, they can review what they need to take home for homework and projects.

TIME TRACKING

Time management and deadlines are also new concepts to the students. As they go along, they’ll discover the importance of keeping track of due dates and asking for help.

“They need to realize that you don’t turn in an assignment when you want,” Rose says. “There are deadlines for papers and projects as well as being on time for class.”

And for the first time, according to Rose, these students will discover the meaning of advocating for themselves. For example, if a student doesn’t understand what’s being taught, it’s OK to go to a teacher for help.

“Homeroom is 30 minutes long,” Rose says. “That’s an opportunity to go to a teacher for help.”

WHAT PARENTS CAN DO

On the homefront, the best thing parents can do is understand what their kids are going through and provide support and guidance. To achieve this, the school also involves parents in Transition Days.

“We bring in the parents the day before the students come over from the elementary school for their session,” Rose says. “We want them to understand what their children are about to go through and experience.”

Parents receive recommendations on how to focus on their children’s new situation.

For one, when parents see that their kids’ backpacks and books are stuffed with papers, they can help their kids organize everything into binders and folders, Rose says.

It’s also vital to make sure kids are doing their homework, and don’t be shy about jumping in to help with problems.

“Make sure your child does his or her homework,” Rose says.

“It goes a long way with organizing thoughts. This will develop skills to do well on tests and quizzes.”

Should a student get stumped with, say, an algebra problem, Rose recommends working through the problem as far as is possible. The next day at school, the student can take the problem to the teacher for help to finish it.

Overall, good communication between parents and teachers is essential.

If you see your child struggling in October, don’t wait until December to bring it to the teacher’s attention. The child could be struggling for a number of reasons, including being embarrassed to speak up in class—something that may not be noticeable at home.

“Let the school know when there are concerns,” Rose says. “I encourage parents to come in with an open mind to meet with a teacher.”

Parents must be firm in what they expect from their children both in school and at home.

“There is a fine line for parents between being too involved and not involved enough,” she says.

“Keep house rules. Don’t waiver in parenting. Kids need structure. Every experience in middle school is a teachable moment for later in life.”