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Group Rationale: Supporting 8th Graders Transitioning to High School

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Group Rationale: Supporting 8th Graders Transitioning to High School

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Steiner (2011) emphasizes the important connection between middle school students' beliefs about attending college and their feelings of belonging in the school environment. For eighth graders in low-income urban public middle schools, who often encounter academic difficulties, limited resources, and social isolation, nurturing a sense of belonging is crucial for a smooth transition to high school. This is particularly important given the significant developmental challenges these students face, which can undermine their self-esteem, resilience, and academic motivation. Research shows that when students feel a strong connection to their school community, they are more inclined to adopt positive attitudes toward future educational opportunities. Consequently, there is a pressing need for targeted support programs that not only address academic difficulties but also enhance resilience, social-emotional skills, and the social elements of the transition, helping these students feel appreciated and supported as they advance to high school. Steiner (2011) notes that a robust sense of belonging in school is vital for fostering positive college-going beliefs, yet many disadvantaged students often lack this support. Tackling these challenges is essential for helping students feel connected, promoting their academic achievements, and building their confidence in seeking higher education.

Reference:

Steiner, J. L. (2011). The relationship between middle school students' college-going beliefs and sense of belonging in school (Education Doctoral, Paper 39). https://fisherpub.sjf.edu/education_etd/39

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The Relationship between Middle School Students’ College-Going Beliefs and Sense of Belonging in School

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Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make important post-secondary decisions. The research stressed that a s tudent’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between schoolbased factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college -going beliefs. This is significant because it begins to address the void in the research identifying how school based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.

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Needs Assessments look at the individual student data to determine the needs of specific groups of students.   

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Needs Assessments look at the individual student data to determine the needs of specific groups of students.   

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The Needs Assessment for our proposed counseling group targets 8th-grade students who need to build positive networks of supports for at risk for dropping out of high school due to a lack of awareness of available resources, a lack of clearly defined future goals, limited relationships with trustworthy adults, and a lack of connection or positive engagement with peers.

DATA-DRIVEN ASSESSMENTS ARE ESSENTIAL FOR ALLOCATING RESOURCES: MAKING THE BEST USE OF LIMITED RESOURCES

Student privacy regulations and the Protection of Pupil Rights Amendment (PPRA) are federal laws SC MUST be familiar with when gathering personal data from students for needs assessments.

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Navigating Needs Assessments and Climate Surveys in School Counseling

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Strand, P. S., French, B. F., & Austin, B. W. (2023). Assessment of the Risks and Needs of Middle School Students: Invariance Properties Related to Gender and Ethnicity. Assessment, 30(3), 580–591. https://doi.org/10.1177/10731911211062505

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The general criteria for our school counseling group are that members are eighth-grade students with at least a 2.0 grade point average and/or at least two behavioral referrals. These requirements indicate that students are struggling academically and/or socially in some manner, such as aggressive behavior, bullying, and acts of defiance. Having a group where students can relate to each other in one way or another will allow students to feel connected, which can help link them to the larger group (Stone, 2022).

The referral process is that staff, such as teachers, counselors, and administrators, can refer students to participate in this group. A referral form will be sent out to these stakeholders, which they can then fill out and send back to the school counselor. Parents/guardians will also need to be informed about group participation and need to sign and provide an informed consent form. School counselors must infrom parents/guardians because parents sometimes question allowing their child to be included in small-group sessions for many reasons, such as they fear that their child will be exposed to material they object to or that theu will lose their place as the guiding voice in their child’s life (Stone, 2022).

The school counselor will review student records to ensure students meet all eligibility criteria, such as a pattern of low academics and behavioral referrals. The school counselor will also conduct a one-on-one interview with each participant before the group begins to ensure that they are willing to participate in group work. During this interview, questions will be asked such as:

“What do you need to feel more supported?”

“Have you ever worked in group settings before?”

“Have you ever been part of a group where there were disagreements? How did you handle them?”

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The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade students. It measures six domains relevant to improving school outcomes, including aggression-defiance, depression-anxiety, substance use, peer deviance, home environment, and school engagement (Strand et al., 2023). The target audience of the needs assessment is eighth-grade middle school students with a grade point average of at least 2.0 and/or at least two behavioral referrals since the beginning of the school year. The WARNS was developed with input from schools and juvenile courts to inform intervention efforts and facilitate cooperation across juvenile courts, schools, and social service agencies (Strand et al., 2023). One intended use of WARNS scores is to provide a basis for conversing with youth about the problems interfering with their school success and to facilitate communication among professionals. However, scores may be used in other ways, such as screening, referral for services, and intervention level needed, when combined with other sources of information in a student psychoeducational evaluation (Strand et al., 2023)). WARNS scores are related to social and academic outcomes, whereby students with elevated scores are more likely to be arrested or suspended compared with their lower-risk counterparts. At multiple grade levels, absenteeism and truancy are associated with lower academic performance, lower test scores in reading and mathematics, grade retention, internalizing and externalizing behavior disorders, dropout, and juvenile justice system involvement (Strand et al., 2023).

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8th-grader from a low-income urban public middle school with academic struggles (low grades), limited resources, instability at home, behavioral struggles, recent changes in their living situation, and social isolation that most likely impact their transition to high school. 8th graders who need positive, supportive interactions with peers and adults, and are not actively participating in any sports or clubs. They can be of any race, including White, Black, Asian, Hispanic, or Native American.

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The rationale for selecting this population of 8th graders who struggle with academic performance, limited resources, instability at home, recent changes in their living situation, and social isolation lies in the significant impact these factors can have on their emotional, cognitive, and behavioral functioning, peer relationships, and academic performance (Lin & Guo, 2024). These students often encounter barriers that hinder their resilience and overall success, making it essential to implement strategies that foster resilience and bolster self-confidence, which are crucial for academic success (Lin & Guo, 2024). By addressing these challenges and providing support systems to these 8th-grade students, the group could help mitigate the mental health risks associated with such adversities, ultimately enhancing the well-being and academic outcomes of adolescents (Lin & Guo, 2024). Creating a supportive environment that addresses these issues is vital for promoting a successful transition to high school and fostering long-term educational achievements.

Lin, J., & Guo, W. (2024). The Research on Risk Factors for Adolescents’ Mental Health. Behavioral Sciences, 14(4), 263. https://doi.org/10.3390/bs14040263

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The Research on Risk Factors for Adolescents’ Mental Health

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There is a growing tendency for mental health disorders to emerge during adolescence. These disorders impair emotional, cognitive, and behavioral functioning, such as unsatisfying peer relationships, disruptive behavior, and decreased academic performance. They also contribute to vulnerability in later adulthood which negatively influences life-long well-being. Thus, research into etiology is imperative to provide implications for prevention and intervention within family and school practices. It is suggested that the onset of psychological disorders, such as depression and anxiety, is closely related to stress levels and patterns of stress reaction. Therefore, considerable research has investigated the link between hereditary factors, economic status, dispositional vulnerability, social relationships, and stress levels. The current study examines existing evidence and identifies multifaceted risk factors for adolescents’ mental problems across three layers, including individual traits and personality, family status and practices, as well as peer relationships, and school climate. It is also suggested that factors from these three perspectives interact and are closely interconnected, directly or indirectly contributing to adolescent psychopathology. The implications for future development of prevention and intervention programs, as well as therapy, are discussed.

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Aghlamazyan, A. (2021, March 9). What is a needs assessment? (+ Five steps, examples, and top tools to master it). Teamly. https://www.teamly.com/blog/what-is-a-needs-assessment/

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Potential candidates for this group will be identified and referred through a combination of teacher referrals, outreach efforts within the school community, such as flyers, and a needs assessment using the middle school version of the Washington Assessment of Risks and Needs of Students. This assessment will help us identify students who need additional support due to low confidence, social connection issues, or barriers to success (Strand et al., 2023). Administrators can also identify students who have shown signs of emotional distress, low academic motivation, or behavioral issues.

To ensure a diverse and representative group, recruitment strategies will prioritize inclusivity by targeting both male and female students from various racial and ethnic backgrounds (White, Black, Latino, etc.). Creative outreach methods include setting up informational tables during lunch periods, distributing flyers at home, and hosting virtual meetings to enhance engagement and raise awareness of the group’s objectives.

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The ASCA domains that would be impacted by this group experience are academic development, social/emotional development, and career development (American School Counselor Association, 2014). Academic development is being impacted by this group experience because students who have shown a pattern of academic struggle will practice gaining skills such as organization, time management, and goal-setting. Social/emotional development will be impacted by this group experience because students will gain a better understanding of themselves, how to manage their emotions, and how to collaborate with others in a group setting. Lastly, career development is being impacted by this group experience because students will be learning essentials skills such as responsibility, goal-setting, and accountability, that will be useful to them in the transition to high school, and possibly into the workfield.

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The ASCA mindsets that will be targeted and implemented in this group are:

M1: Belief in development and whole self, including a healthy balance of mental, social/emotional, and physical well-being

M2: Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M4: Self-confidence in the ability to succeed

M6: Understanding that postsecondary education and lifelong learning are necessary for long-term success

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The ASCA behaviors that will be targeted and implemented in this group are:

Learning Strategies -

B-LS 3: Time management, organizational, and study skills

B-LS 4: Self-motivation and self-direction for learning

B-LS 7: Long-term and short-term academic, career, and social/emotional goals

Self-Management Skills -

B-SMS 2: Self-discipline and self-control

B-SMS 5: Perseverance to achieve long-term and short-term goals

B-SMS 6: Ability to identify and overcome barriers

B-SMS 7: Effective coping skills

B-SMS 10: Ability to manage transitions and adapt to change

Social Skills -

B-SS 2: Positive, respectful, and supportive relationships with students who are similar to and different from them

B-SS 3: Positive relationships with adults to support success

B-SS 5: Ethical decision-making and social responsibility

B-SS 9: Social maturity and behaviors appropriate to the situation and environment

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We will be using a SMART goal, which is “By the end of session eight, all students will be able to demonstrate readiness for high school by identifying and practicing at least three specific social, emotional, or behavioral skills. SMART goals are specific, measurable, achievable, relevant, and time-bound. A growth-mindset represents a focus on associating performance with effort and process rather than through judgments on ability in a classroom setting, and research has shown that educating students about mindset and providing growth-mindset motivated feedback has a positive impact on both student mindset and performance (Poe et al., 2021). Our goal will be measured through a progress log that is tracked by students. The school counselor will create this log with the three skills (social, emotional, and behavioral skills), and students will track when they demonstrate this skill, provide a description of the skill, and their confidence level when it was demonstrated. Through social interaction and self-reflection, students should be able to develop skills to help them transition to high school successfully, such as communication, conflict resolution, collaborating with others, and goal setting.

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How to survive High School and find your people, Meaningful connections in Self-discovery, Identity Formation, Creating a Plan for Success, Empowerment, Accessing Needed Resources, Building networks of Support, Strength-based, Identifying Accountability Partners

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How to survive High School and find your people, Meaningful connections in Self-discovery, Identity Formation, Creating a Plan for Success, Empowerment, Accessing Needed Resources, Building networks of Support, Strength-based, Identifying Accountability Partners

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This age group is beginning to explore their identity and may need support in understanding who they are and their place in the world. Family relationships can affect their emotional well-being. Addressing family issues sensitively and encouraging understanding and communication.

Friendships and peer acceptance are crucial. Encourage respectful communication and cooperation, as peer opinions significantly impact self-esteem.

Technology plays a large role in their lives. Discuss the responsible and safe use of digital media and its impact on mental health.

Empathy, cooperation, and active listening are essential for positive peer interactions. Adolescents experience heightened emotions.

Emotional regulation skills and encourage open expression in a safe environment.

Reinforce positive self-images and skills to build confidence and resilience.

Create safe spaces for students to tell their own stories, sharing diverse backgrounds and personal experiences.  Foster the attitude that everyone has value and is capable of learning and growing in a cooperative and respectful way to encourage a sense of belonging among all group members.

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Engaging students in a discussion about how they are similar and how they are different than others in their group can open doors for meaningful connections.  

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Engaging students in a discussion about how they are similar and how they are different than others in their group can open doors for meaningful connections.  

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This video shows students younger than our target population, but I think that the activity would work well with 8th graders. Physical activity can help reduce anxiety because of others looking at you.

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Group Counseling with Children: A Multicultural Approach Video

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Self-Confidence, Efficacy and Motivation during School Transition

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Self-Confidence, Efficacy and Motivation during School Transition

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The study detailed in Usta (2017) tested a theoretical model with students transitioning from middle school to high school in Turkey and found a direct relationship between academic motivation, self-confidence, and self-efficacy levels. The mediating effect of motivation is significantly tied to the intrinsic self-confidence variable and starting, not giving up, and sustaining, as well as to the extrinsic self-confidence and starting, not giving up, and sustaining.  The study strongly recommends prioritizing increasing student self-confidence to increase motivation for starting and sustaining educational efforts.  According to Erikson's social learning theory, students who are compared to peers or exposed to negative labels will be less motivated to start tasks and sustain effort. Students' outcomes of long-term success are positively impacted by environments that provide them with opportunities to experience success and increase self-confidence.

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Student Strengths:  Getting Set for Success

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Student Strengths:  Getting Set for Success

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The attached document is an article from Edutopia.com

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SEL for Teen Empowerment Edutopia Article

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Mindsets and Behaviors will be measured using ASCA small group report form

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Mindsets and Behaviors will be measured using ASCA small group report form

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Possible Questions for the Needs Assessment: 

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Possible Questions for the Needs Assessment: 

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1. "How confident are you that you can achieve your goals for high school and beyond?"

Very confident

Somewhat confident

Not very confident

I don’t have any goals yet

2) "In the past month, how often have you felt angry, frustrated, or had trouble staying out of trouble?"

Almost every day

A few times a week

Once or twice

Not at all

3) How connected do you feel to your teachers and classmates at school?"

Very connected

Somewhat connected

Not very connected

Not at all connected

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Hypothetical results of the needs assessment: 

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Hypothetical results of the needs assessment: 

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1. Regarding question one, 40 percent of students said they are not very confident. 20 percent of students said that they don’t have any goals yet. 30 percent said they are somewhat confident. 10 percent said that they are very confident. These results indicate that there is a need here to focus on goal-setting, confidence-building, and preparing for the future.

2. Regarding question two, 10 percent said almost every day, and 30 percent said a few times a week. 40 percent said once or twice, and 20 percent said not at all. These results indicate that a majority of the students need help in this area. These students need support in areas such as emotion regulation, impulsivity, and positive decision making.

3. Regarding question three, 40 percent of students said they feel very connected. 30 percent said they feel somewhat connected. 20 percent said not very connected, and 10 percent said they feel not at all connected. These results indicate that at least 70 percent of students feel some type of connection to teachers and classmates, while 30 percent feel some type of disconnect. This group could serve as a protective factor to those students feeling the disconnect, and may need additional support in areas such as improving social connections and trusting others.

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Stone, C. (2022). Groups in Schools: Legal and Ethical Concerns. In S.I. Springer, L.J. Moss & C.J. Schimmel,  A School Counselor's Guide to Small Groups: Coordination, Leadership and Assessment (2nd ed. pp. 12-18). Cognella.

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The screening process will be a short survey that touches on important topics in the group, such as feelings about high school, behavioral actions, coping skills, etc. Possible questions on this survey will be as follows:

1. On a scale from 1-5 (with one being the lowest to five being the highest), how do you feel about going to high school?

2. How often do you get in trouble at school and what do you get in trouble for? _________

3. Do you enjoy working in group settings? Why or why not? __________

4. What do you do when you are feeling upset or overwhelmed? ____________

5. What goals would you like to gain from this group? ____________

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After all this is conducted, a student consent form will be sent home, which will outline the group's purpose, topics that will be discussed, schedule, and confidentiality guidelines. This must be signed by a parent or guardian. A student assent form will also be given to participants to ensure voluntary participation, document the student’s understanding, and protect the student’s rights. Students will also be made aware that everything discussed in the group is confidential.

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Franklin, C., Riley, M., & Kim, J. S. (2025). Introduction to solution-focused brief therapy (SFBT). In Solution-focused brief therapy with families: A training manual. (pp. 3–21). https://doi.org/10.1037/0000447-001

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Kiuru, N., Wang, M. T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between Adolescents' Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions. Journal of youth and adolescence, 49(5), 1057–1072. https://doi.org/10.1007/s10964-019-01184-y

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This is a link to Canva to view the informational flyer for communication with parents/ caregivers

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Lin, J., & Guo, W. (2024). The Research on Risk Factors for Adolescents’ Mental Health. Behavioral Sciences, 14(4), 263. https://doi.org/10.3390/bs14040263

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Poe, L. F., Brooks, N. G., Korzaan, M., Hulshult, A. R., & Woods, D. M. (2021). Promoting Positive Student Outcomes: The Use of Reflection and Planning Activities with a Growth-Mindset Focus and SMART Goals. Information Systems Education Journal, 19(4), 13–22.

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American School Counselor Association. (2014). Mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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Not all students who are referred or recruited may benefit from the group experience. With this in mind, a criterion from the group counseling is that students must have at least a 2.0 grade point average and/or have at least two behavioral referrals since the beginning of the school year. Students must also be referred by a teacher. A one-on-one interview with the students will also be conducted before the group to ensure that they are willing to participate and engage in group work. If students exhibit anxiety and not behavioral concerns, they will be referred for individual counseling sessions instead of group sessions.

We don't believe that students with less than a 2.0 GPA will benefit from this group because they may lack motivation and feel forced to be there, resulting in them not benefiting from the group experience. These students could also potentially disrupt the flow of the group and take away from others who may benefit from the goal of the group, which is to help students who are struggling transition to high school.

Regarding students with at least two behavioral referrals, those who may benefit from this counseling group are those with referrals in repeated infractions such as defiance, disrespect, or classroom disruptions.

If many students are referred/recruited, priority will be given to those who have a pattern of inconsistent academic performance and who have shown increasingly alarming signs of disengagement or behavioral escalation. Students will also be selected based on a combination of results from the needs assessment, academic data, staff recommendation, and behavioral history. The needs assessment will allow us to identify students who meet the group's criterion, as well as students who genuinely want to be there and can benefit from the goal of group. This ensures that selected students are both eligible and likely to participate in the group.

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(2025). Communicating with families about school cousneling. The Responsive Cousnelor.

Retrieved from: https://theresponsivecounselor.com/2023/01/communicating-with-families-about-school-counseling.html

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Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

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Mclaurin, J. (2020). Scheduling intervention blocks. Retrieved from:

https://www.theprincipalsplaybook.com/instructional-leadership/scheduling/scheduling-intervention-blocks

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Solution-focused brief therapy (SFBT) fits well with school-based small group counseling, as its strategies are designed to be short-term and goal-directed.  SFBT emphasizes solutions and strengths rather than problems, keeping the group discussions upbeat and inviting. Solution-focused brief therapy is a solution-focused approach that focuses directly on creating the desired change, while identifying approach goals and overlooked resources, and exploring multiple pathways to achieve those goals (Franklin et al., 2025). This would inform the strategies we would implement because this will allow us to focus on students’ strengths, instead of solely focusing on the negative aspects.

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Student Support Group Meeting Logisitics

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Helping Teens Tap Into the Power of the Future Self

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Eighth Grade (2018) Written and Directed by Bo Burnham

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Eighth Grade (2018) Written and Directed by Bo Burnham

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"Thirteen-year-old Kayla endures the tidal wave of contemporary suburban adolescence as she makes her way through the last week of middle school—the end of her thus far disastrous eighth-grade year—before she begins high school." YouTube

This 2018 Movie was nominated for 91 awards and won 60 film awards, including
2018 Winner BSFC Award

Best New Filmmaker, Bo Burnham

Millions of teenagers and adults have weighed in to applaud this film. Reviews describe the film as an accurate and up-to-date portrayal of the life of a typical 8th-grade student in the United States.

Group leaders can watch this movie separately or together and consider ways to incorporate the modern themes discussed into Group Counseling sessions.

We will explore the possibility of viewing one or more of the movie clips to introduce the topic of supportive interpersonal relationships and how to be true to yourself while also finding ways to connect to others.

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The Needs Identified in Our Middle School are reflected in this Journal Article

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The Needs Identified in Our Middle School are reflected in this Journal Article

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Support Network Involvement and Informed Consent

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Support Network Involvement and Informed Consent

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A.1.d. Support Network Involvement Counselors recognize that support networks have various meanings in the lives of clients and consider enlisting the support, understanding, and involvement of others (e.g., religious/spiritual/community leaders, family members, friends) as positive resources, when appropriate, with client consent.

A.2. Informed Consent in the Counseling Relationship

A.2.a. Informed Consent Clients have the freedom to choose whether to enter or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship.

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Ethical considerations for this group are extremely important, especially in dealing with children. It is important for school counselors to be able to provide an environment that promotes comfort, engagement, and security. It is imperative that we touch base and collaborate with the students' parents as they are stakeholders and have rights to their children. Mostly, it is important to notify the parents of the group and their children's involvement in the group (ASCA, 2022).

As far as confidentiality is concerned, we need to make sure that we explain to our students what confidentiality is, how they are protected, and the scenarios that would cause us, as the counselors, to breach that confidentiality, like if they pose a danger to themselves or others. Many students who are coming from urban areas and low-income families tend to be overlooked and have their cultural practices overlooked so it is important that we honor equity and inclusion to honor our population and ensure they feel seen. In receiving information from our students, it is also important for us in our roles to be advocates for our students outside of our groups, which will not only make our students feel seen, but heard as well (ASCA 2022).

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Group Rationale: Supporting 8th Graders Transitioning to High School

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Group Rationale: Supporting 8th Graders Transitioning to High School

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Steiner, J. L. (2011). The relationship between middle school students' college-going beliefs and sense of belonging in school (Education Doctoral, Paper 39). https://fisherpub.sjf.edu/education_etd/39

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1. Our group will also take an integrative approach to the sessions, containing roots of Adlerian and person-centered theories. Sessions will be structured as solution-focused brief therapy:

-strength-focused vs issues

-ID successes

-Short-term goal-directed

Interventions: Vision board-   beneficial for times of transition/ Visualizing future

2. An orientation that emphasises the positive therapeutic relationship:

“Researchers have repeatedly discovered that a positive alliance and a collaborative therapeutic relationship are the best predictors of therapy outcome”(Elkins, 2016; Hubble, et. al., 2010, As cited by Corey, 2017).

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10 students meet with School Counselor during lunch time every Tuesday to discuss address current levels of support and motivation to succeed in High School and Beyond. 

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 8th Grade School Counseling Support Group 

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 8th Grade School Counseling Support Group 

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The students who have met the pre-screening requirements, obtained guardian permission, and agreed to the expectations for conduct and confidentiality will meet weekly during their lunch period in the library resource room every Tuesday for 8 weeks.  There will be 2 additional days built into the schedule in case of unforeseen circumstances that prevent the group from meeting on the regularly scheduled day.  The curriculum for the group requires a minimum of 8 45-minute sessions.

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Protection of Pupil Rights Amendment (PPRA) 

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Protection of Pupil Rights Amendment (PPRA) 

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It governs the administration to students of a survey, analysis, or evaluation that concerns one or more of the following eight protected areas:

political affiliations or beliefs of the student or the student’s parent;

mental or psychological problems of the student or the student’s family;

sex behavior or attitudes;

illegal, anti-social, self-incriminating, or demeaning behavior;

critical appraisals of other individuals with whom respondents have close family relationships;

legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;

religious practices, affiliations, or beliefs of the student or student’s parent; or,

income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

PPRA also concerns marketing surveys and other areas of student privacy, parental access to information, and the administration of certain physical examinations to minors.  The rights under PPRA transfer from the parents to a student who is 18 years old or an emancipated minor under State law.

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Welcome to the Protection of Pupil Rights Amendment (PPRA) page for parents, students, and school officials. This page contains resources regarding parents' rights under the PPRA and education officials' obligations in implementing the PPRA. The PPRA applies to the programs and activities of a State educational agency (SEA), local educational agency (LEA), or other recipient of funds under any program funded by the U.S. Department of Education.

This guidance document reviews parents' rights under the PPRA and education officials' obligations in implementing the PPRA. The PPRA applies to the programs and activities of a State educational agency (SEA), local educational agency (LEA), or other recipient of funds under any program funded by the U.S. Department of Education. (20 U.S.C. § 1232h, 34 CFR Part 98)

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This document is a template notice for school districts notifying parents and eligible students (students over 18 years of age or attending a school beyond the high school level) to inform eligible students about their rights under the Protection of Pupil Rights Amendment (PPRA).

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This document is a template notice for school districts to notify parents and obtain consent or allow parents to opt their child out of participating in certain school activities under the Protection of Pupil Rights Amendment (PPRA).

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Protection of Pupil Rights Amendment (PPRA)

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Welcome to the Protection of Pupil Rights Amendment (PPRA) page for parents, students, and school officials. This page contains resources regarding parents' rights under the PPRA and education officials' obligations in implementing the PPRA. The PPRA applies to the programs and activities of a State educational agency (SEA), local educational agency (LEA), or other recipient of funds under any program funded by the U.S.

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Akos, P., & Galassi, J. P. (2004). Gender and Race as Variables in Psychosocial Adjustment to Middle and High School. Journal of Educational Research, 98(2), 102–108. https://doi.org/10.3200/JOER.98.2.102-108

American School Counselor Association. (2020). The school counselor and group counselingLinks to an external site.. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

American School Counselor Association. (2022). ASCA ethical standards for school counselorsLinks to an external site.. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering Educational Resilience and Opportunities in Urban Schools through Equity-Focused School-Family-Community Partnerships. Professional School Counseling, 23(1). https://doi.org/10.1177/2156759X19899179

Cokley, R. K., Beaty, Z., & A.A. Singh (2022). Utilizing counseling competencies to design and deliver group work in schools. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp. 19-26). Cognella.

Hatch, T., Kruger, A. & Pablo, N. (2022). Using data to inform and advocate for small group counseling practice. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp. 28-36). Cognella.

Usta, H. G. (2017). Examination of the Relationship between TEOG Score Transition (from Basic to Secondary Education), Self-Confidence, Self-Efficacy and Motivation Level. Journal of Education and Practice, 8(6), 36–47.

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The School Counselor and School-Family-Community Partnerships - American School Counselor Association (ASCA)

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Developmental and Cognitive Needs of 8th Graders

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Developmental and Cognitive Needs of 8th Graders

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Given the cognitive and developmental stage of 8th graders, it is essential to create a supportive and inclusive environment that acknowledges their diverse backgrounds and experiences. At this stage, adolescents actively seek to understand their identities, develop emotional regulation skills, and enhance their social abilities. They begin to develop a clearer self-concept, which affects their self-esteem and motivation, and manage peer relationships that significantly influence their emotional well-being. Considering the challenges faced by eighth graders, such as low confidence, unstable home situations, and social isolation, our group must foster a nurturing and affirming atmosphere to promote positive interactions among peers and connections with adults. As they prepare for high school, providing a secure and engaging space for students to express their thoughts will help bolster their resilience and enable them to acquire essential skills. Encouraging discussions about shared experiences, like creating vision boards or setting personal goals, can empower students to transition smoothly into high school, aligning with their developmental needs for self-discovery and emotional growth while strengthening their sense of belonging and purpose. It is crucial to cultivate an environment that appreciates each student’s cultural background, acknowledges their individual experiences, and invites them to share their stories, thus enhancing a sense of belonging and support within the group. Effectively recognizing and addressing these needs can improve academic performance and emotional well-being, ultimately facilitating a smoother transition to high school and setting students on a path toward future success.

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Trump Administration Letter: "FERPA, as well as the Protection of Pupil Rights Amendment (PPRA), were intended to shelter familiesfrom invasion of their privacy—not to insulate schools from transparency andaccountability to parents. Parents should not have to navigate a complex process toexercise their rights under FERPA or PPRA. Schools should not treat parents as enemiesjust for wanting to know about the mental and physical health and safety of their ownchildren"

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Trump Administration Letter: "FERPA, as well as the Protection of Pupil Rights Amendment (PPRA), were intended to shelter familiesfrom invasion of their privacy—not to insulate schools from transparency andaccountability to parents. Parents should not have to navigate a complex process toexercise their rights under FERPA or PPRA. Schools should not treat parents as enemiesjust for wanting to know about the mental and physical health and safety of their ownchildren"

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"Attached is a letter from the Department’s Student Privacy Policy Office (SPPO). This letter reminds educational institutions receiving federal financial assistance that they are obligated to abide by FERPA and PPRA if they expect federal funding to continue. This letter clarifies issues under FERPA that many states and school districts have intentionally muddied. I intend for SPPO’s letter to convey my commitment to vigorously enforce important provisions in FERPA and PPRA for the protection of students and parents. Sincerely, Linda E. McMahon"

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Objective Measures of success using Pre and Post Assessments

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Objective Measures of success using Pre and Post Assessments

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Pre/Post Self-Assessment of Academic Habits:

Rate your study habits from 1 (poor) to 5 (excellent).

How confident are you in managing your time effectively? (Scale 1-5)

How often do you complete your homework on time? (Never, Sometimes, Always)

Attendance Attitudes:

How important do you think attending school regularly is for your success? (Scale 1-5)

What factors affect your ability to attend school regularly?

Motivation and Goals:

List three goals you have for high school.

How motivated do you feel about succeeding in high school? (Scale 1-5)

Emotional Awareness:

Rate how well you understand your emotions and how they affect your behavior. (Scale 1-5)

How comfortable are you with asking for help when needed? (Scale 1-5)

What tools or strategies do you use for regulating your emotions?

Peer and Teacher Relationships:

How comfortable do you feel communicating with teachers? (Scale 1-5)

How do your friendships at school affect your schoolwork and attendance?

Do you have a trusted adult who helps to hold you accountable to your goals?

Do you have positive relationships with peers who help you to be your best self and achieve your goals for success?

Are you participating in any school-based or community-based groups or organizations that align with your future goals?

Post-Skills Assessment

Academic Habits Reflection:

Have your study habits improved? How so?

How has your time management changed since the group sessions?

Changes in Attendance:

Has your attitude towards school attendance changed? Explain.

Are there fewer factors affecting your attendance now? Describe any changes.

Motivation and Achievements:

Have you set new goals for high school? If so, what are they?

Describe any changes in your motivation level toward school.

Growth in Emotional Awareness

How has your understanding of emotions and behavior changed?

Give an example of when you successfully asked for help this year.

What tools or strategies do you use for regulating your emotions?

Improved Relationships:

How comfortable do you feel communicating with teachers? (Scale 1-5)

How has your communication with teachers and peers improved?

Describe a situation where a friendship helped you with your schoolwork.

Do you have a trusted adult who helps to hold you accountable to your goals?

Do you have positive relationships with peers who help you to be your best self and achieve your goals for success?

Are you participating in any school-based or community-based groups or organizations that align with your future goals?

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Small Groups in Comprehensive School Counseling Programs

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Help students set realistic and achievable goals, encouraging a proactive approach to their future aspirations.  During this time of identity formation, gender roles and stereotypes may impact decision-making and what students believe is possible.  Exploring barriers related to assumptions, promoting equality and respect across genders can help increase a better understanding of career possibilities.

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Alternate Survey Questions:

Reflective questions for group members post-group experience:

What were a few of the turning points in this group for you?

What most stands out for you about being in this group?

What is it like for you to realize that this group will end?

What would you like to take away from this group and use in your life?

How you can use others in the group as a source of support?

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

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Counseling Group Therapy Evaluation Form

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The Sean Covey model states, “Begin with the end in mind”.

These students will gain clarity regarding their personal values and how these values and hopes for the future relate to their success in school.  Through carefully planned activities that allow them the time and space to reflect on what success looks like to them, what they want to see in their future and how these strengths focused vision for their future relates to where they are right now and possibly gaining insights on how past events helped to shape their current values and belief systems.  Students will learn how to create smart goals that are personally meaningful to them and their unique vision.   The process of creating a vision board is a useful tool during any time of transition.  The student will learn the basic steps of this process and can use it to help through future transitions and times of uncertainty.

We are learning to focus on the best parts of ourselves, see our challenges as shaping and strengthening our character, and see ourselves as unique and worthy of success on our own terms.  Overcoming fears through planning and asking for help, identifying positive support and if we aren’t sure where to find trustworthy people to help us through, we will explore new opportunities based on our interests, challenge ourselves to try new things and build confidence in talking to people whom we do not know but would like to know better.  Cultivating relationships with adults who understand and respect us.  Cultivating trust relationships takes time, effort, and social awareness.  Learn the value of getting outside of our comfort zones and reap the rewards.

Would you like to meet new people who understand you, accept you as you are, and support you in the direction of your dreams?  Are you willing to be a positive support to others who may need encouragement and acceptance?  Our willingness to ask sincere questions and listen to the experiences of others helps to create an environment of warmth and understanding.  Creating a culture of growth, inspiration, and peace.

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Supporting information from literature and supports applied for the group topic and developmental level

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Supporting information from literature and supports applied for the group topic and developmental level

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Mixed gender counseling groups for 8th-grade students require careful consideration of cultural and developmental needs to promote a safe and supportive space where students can express themselves openly.

The group is closed because each session will build upon the discussion and activities of the previous session.  Adding members after the group has started would take away from the limited time available.  Cultivating an environment of trust and safety is essential. Consistency of participants will facilitate this goal.

Feelings of safety and acceptance will increase students' openness to receive guidance in navigating these developmental challenges and increase a sense of purpose and belonging through the cultivation of positive relationships of support among peers, school staff, families, and community members.

Addressing cultural considerations is crucial in creating an inclusive and supportive environment for students. Creating a safe and affirming space where diverse perspectives are encouraged will benefit the group and better prepare participants for success in high school, where they will likely encounter an increase in diverse worldviews and perspectives.

Encouraging students to share information to help the group better understand cultural traditions, leading to respectful conversation and increased awareness.

Recognize that cultural background can influence learning styles and educational needs. Provide personalized support to students, considering their cultural contexts.

Facilitate open discussions about cultural experiences and encourage students to share their backgrounds and traditions, and create space for open discussions regarding cultural experiences, which can increase understanding and appreciation among peers.

Engage with parents and community members from diverse backgrounds to participate in school activities and decision-making processes. Their insights can enhance inclusive efforts.

Offer materials and resources in multiple languages. Provide language support for students who are English language learners and ensure their families can communicate effectively with the school.

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To Motivate Teens, Ask Them “Who’s Your Future Self?”

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Middle and high school classrooms that neglect questions of higher purpose work against the innate desires of teens, research shows.

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Here at Motivation Junior High, our School Counselors are working hard to connect students with the services and the support needed for success. We believe that all of our families will benefit from student-driven collaboration with community members, elected officials, local businesses, youth organizations, and any other stakeholders who understand that the promise of the future is here, sitting in classrooms, walking the halls, contemplating their next steps. We aim to help all students discover their gifts and find the path toward giving back that is right for them. They have purpose, they have potential, and they have power. We will create safe spaces for self-exploration and practical social skill development. They will find their voices, think and act with self-awareness, self-respect, and honor as they treat their fellow humans as they want to be treated. Together we rise. All for one and one for all! Join the motivation movement and sign up to be a member of our community network of support. Form more information click this link...