The purpose of this study was to examine four variables that impact African American male students’ perceptions of their transition from elementary school to middle school. This study determined what role social, emotional, physical, and academic variables have in the transition process from elementary school to middle school for African American males. The two guiding questions for this mixed methods study were: 1. What are African American male students’ perceptions of personal development variables on their transition from elementary school to middle school? 2. How do African American male students describe their transitional experience from elementary school to middle school? Participants in this study were 149 African American male students from five middle schools in southeast Texas. Findings of the study were derived from the use of a self-developed 52-item questionnaire (Student Transition Perception Survey) with one free-response question and interviews of ten students (two from each school). The major findings in this study were: 1. Social variable –African American male students felt that schools did not provide a positive school climate, teachers did not treat them with respect, and their parents were supportive of their education. 2. Emotional variable –African American male students felt that schools did not make them feel successful, and they did not feel equal to their peers. 3. Physical variable –African American male students were equally divided in the acceptance of their physical appearance and when they compared themselves to others. 4. Academic variable –African American male students felt that teachers did not give them valuable attention in class. 5. When looking at the trend of student responses among the five schools, African American male students shared similar feelings about the social, emotional, physical, and academic variables. 6. African American male students expressed their feelings about being unsafe, experiencing differentiated teacher treatment, declining grades, and difficulty in their middle school transition.

This is a case study that investigates the experiences of eight friendless seventh grade students as they transition from elementary school to junior high. In an effort to examine the wide-range of experiences of friendless students, I explored and compared the experiences of students who have high social self efficacy and students who have low self-efficacy. Each student was interviewed two times and both interviews were analyzed using a priori codes of when and where students felt isolated and distressed. The interviews were also analyzed using an open coding method looking for emergent codes. The study highlights and illustrates what each student expresses about their experiences in terms of isolation, friendship, and belonging. The cases show that peer group disruption, introversion and extroversion, the role of the adult at school, and family dynamics affect the experiences of the participants. Findings of the study suggest that schools need to plan and organize different types of spaces for friendless students to meet and connect with peers.

The purpose of this study was to identify middle level leaders' perceptions of their responsiveness to students' developmental needs and their support of staff and structures related to meeting those needs. This study also sought a broader understanding of how transition programs aligned with the developmental needs of young adolescents. A mixed-methods approach was used to address the study's research questions. Participants in the study included middle school principals and assistant principals in two Virginia school divisions. Participants completed an online questionnaire reporting their self-perceptions about their responsiveness to their students' developmental needs and their support of staff and structures related to meeting those needs. Participants rated their responsiveness to their students' developmental needs as fairly often and their responsiveness to supporting staff and structures related to those needs as falling between frequently, if not always, and fairly often. Middle school leaders also shared how their schools' transition programs aligned to their students' developmental needs in focus group interviews. Participants identified that young adolescents need additional emotional, social-emotional and organizational support during the transition to middle school. They also shared the need and desire for training to best serve young adolescents. Overall, the findings aligned with existing research underscoring the critical role middle level leaders play in meeting the developmental needs of young adolescents when transitioning to middle school. This study provided implications for middle level and school division leaders and principal prep programs to emphasize strategic, on-going, and collaborative learning opportunities to prepare middle level leaders. / Doctor of Education / The purpose of this mixed method study was to identify middle level leaders' perceptions of their responsiveness to students' developmental needs and their support of staff and structures related to meeting those needs. This study also sought a broader understanding of how schools' transition programs aligned with the developmental needs of young adolescents. Middle school principals and assistant principals from two Virginia school divisions shared their levels of responsiveness to the needs of their students and how their school sites' programs aligned with their students' needs. Middle level leaders rated their responsiveness to their students' developmental needs as fairly often and rated their responsiveness to supporting the staff and structures related to those needs as falling between frequently, if not always, and fairly often. Middle level leaders identified that during the transition to middle school, young adolescents need additional emotional, social-emotional and organizational support. They also shared the need and desire for additional training and development to best serve young adolescents. Overall, the findings aligned with existing research underscoring the critical role of the middle level leader in meeting the developmental needs of young adolescents, particularly during the transition to middle school. This study provided implications for middle level and division leaders and principal prep programs to emphasize strategic, on-going, and collaborative learning opportunities to prepare middle level leaders.