Academic journal article Middle School Journal

Resilient Relationships, Resilient Adolescents, Resilient Teachers

Academic journal article Middle School Journal

Resilient Relationships, Resilient Adolescents, Resilient Teachers

Article excerpt

As we join together to create and sustain high professional standards that act as a catalyst for positive development and transformation of young adolescent lives, we obviously need attention to the degree of empathy, respect, and inclusion we each help to create as a result of our actions.

A Google search on "bullying and middle school" yields a staggering 16.6 million hits. Indeed, such concern impacts our many students, as the U.S. Census Bureau estimates a 2012 population of some 24.8 million 10- to 15-year-olds in the country, of whom nearly half a million are not enrolled in school. In the wake of the fear created by high-stakes tests that have hijacked our schools in so many instances, now more than ever we need teacher leaders who excel at more than simply imparting information and controlling discipline.

A strong instance comes to mind, as recorded in the book Letters to a Bullied Girl, which shares some 125 letters of more than 500 total written in 2007 from persons of all ages across the country to a young adolescent bullying victim. Begun by two California high-school aged sisters as a way to help the younger adolescent victim of whom they had heard, this hugely successful and visionary campaign had the full support of many teachers and a building principal. But true to ideal middle school philosophy, it exemplifies how students can act decisively, wisely, and warmly when frameworks are built that encourage democratic action. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.