What can parents and teachers do to help adolescents adjust to middle- and high school transitions?

What will be an ideal response?

Middle- and high school transitions often lead to environmental changes that fit poorly with adolescents' developmental needs. They disrupt close relationships with teachers at a time when adolescents need adult support. They emphasize competition during a period of heightened self-focusing. They reduce decision making and choice as the desire for autonomy is increasing. And they interfere with peer networks as young people become more concerned with peer acceptance. Support from parents, teachers, and peers can ease these strains. Parental involvement, monitoring, gradual autonomy granting, and emphasis on mastery rather than merely good grades are associated with better adjustment. Adolescents with close friends are more likely to sustain these friendships across the transition, which increases social integration and academic motivation in the new school. Forming smaller units within larger schools promotes closer relationships with both teachers and peers and greater extracurricular involvement. And a "critical mass" of same-ethnicity peers—according to one suggestion, at least 15 percent of the student body—helps teenagers feel socially accepted and reduces fear of out-group hostility. Other, less extensive changes are also effective. In the first year after a school transition, homerooms can be provided in which teachers offer academic and personal counseling. Assigning students to classes with several familiar peers or a constant group of new peers strengthens emotional security and social support. .