MiddleView

In trying to help students over the years, I’ve often wished I had a bottle labeled “resiliency” sitting on my shelf – a magic elixir that I could give to students in need.  It’s always puzzled me why some students seemingly bounce back time after time and others tend to crumble and immediately head down the wrong path.  In simple terms, resiliency is the ability to bounce back after adversity.  But in truth, it’s much more complicated than that.    

Last week I was at a gathering on Capitol Hill that was convened to update the Middle Level Coalition regarding progress on the Success in the Middle Acts introduced in the House and the Senate.  During this meeting, Researcher Dr. Bob Balfanz from John Hopkins University shared information regarding the early identification of potential high school dropouts – 6^th graders with poor attendance, a failing grade in reading and/or math, and behavior problems are considerably more likely to drop out or not graduate on time.  I had heard him share this information in the past, but this time he brought the resiliency factor into the mix.

He spoke that most students have a capacity for resiliency that is not immediately used up.  Students will tend to bounce back over a period of time – sometimes even years – before they “use up” their quota of resiliency and stop trying to succeed.  He commented that that when 6^th graders (or even younger students) are called upon to tap into this resource early on, by the time they reach 8^th or 9^th grade, they have often depleted their resiliency quota and can fall prey to giving up and/or dropping out.

What does this say to middle level leaders?  That we need to have programs in place in our schools that identify these students early-on and provide them with the support needed to overcome their difficulties.  In Fostering Resiliency, author Martin L. Krovetz identifies several characteristics of resilient children - at least one adult who cares deeply about the child; high, clearly articulated expectations plus support; and meaningful involvement and responsibility. 

These characteristics clearly mirror the recommendations of successful middle level schools as defined in Breaking Ranks in the Middle, This We Believe, Turning Points 2000, and the vision of the National Forum to Accelerate Middle-Grades Reform.  So, while we can’t find that magic bottle of “resiliency” sitting on our shelf, middle level leaders can work together with our staff, students, and community to infuse these elements into our school culture and curriculum in order to develop resilient students better able to overcome the difficulties they may be facing in their lives.