One of the most important—and often hardest—transitions in school for students is the 8^th Grade to 9^th Grade (or middle school to high school) transition.

Suddenly, students find themselves going from being at the highest end of the social hierarchy order in their middle school buildings to quickly having to adjust to being at the lowest end of the hierarchy order in a brand new, and often larger-sized, building. These students also find themselves, simultaneously, having to adjust to a brand new set of teachers, classes, rules, and expectations—inside and outside of school—that they must adhere to. If that were not enough, students are now often also finding themselves wondering about making it into college; getting a job; devoting time to extracurriculars; getting their driver’s license; dating, perhaps; and trying to keep it all together, as they are going through any number of different (and often fast-moving) changes and adjustments—internally and externally—in their lives.

With that in mind, let’s look at seven ways that school counselors can play a key, pivotal role in helping students make a successful transition from middle school to high school.

#1. Get Freshmen—or Brand-New Students—Plugged in Early (Hooks):

One of the first things that I always ask my freshmen students is this: “What clubs, sports, music, or other extracurricular activities are you currently involved in?” It’s a simple question but one that often gives me firsthand insight into the adjustments—successful, or not so successful—that my freshmen students (or any students new to my building) are making. If they are not plugged into at least one extracurricular activity, I talk to them about what they are most interested and try to find an extracurricular match that might suite them well. It could be something as simple as a lower-level commitment, such as a checking out a student-run club (or two) that they might be interested in, or attending an athletic game or school-wide event—all the way up to making the commitment to joining a sports team or music program, for instance.

I find that, time and time again, the students that get plugged-in early almost always make the best, smoothest transitions to high school. Hooks, if you will, allow students to have a ready-made network of friends (sometimes also including helpful upperclassmen that incoming students can look up to, ask questions to, or receive advice from). Having a solid peer support network of teammates, class members, and people who share common interests and goals can create a family-like environment for students, making the initial transition from middle school to high school less harrowing and fearful for many students. Moreover, finding an activity that students are excited about in a school setting can boost a student’s grades; attendance; and self-confidence, giving them an extra reason, or incentive, to come to school every day.

#2. Learn Student Names:

It sounds so simple, but sometimes the simplest things can often also be the most important things. Students that have staff members that know them by name—and try their best to learn names as early as they can—often feel more known, cared for, and supported. It might take a few fumbling attempts, but if students know you are making a genuine effort to learn (and remember their names), they will appreciate those efforts and may seek out your help, guidance, and support more often (and earlier). To them, you are someone that cares; someone that that is not going to let them succeed or flounder merely on their own. You are someone who is right along beside them, treating them with the care; concern; respect; dignity; and appreciation that they both desire and deserve.

The same thing goes for name pronunciations: effort counts. Sometimes students may have a first and/or last name that I am not familiar with (or necessarily know how to pronounce properly), but simply asking them for a correct name pronunciation is empowering and respectful for students. Trust me: Students will appreciate the extra effort and you will become known as someone who cares enough to make that extra effort, garnering you respect as a counselor known for possessing a strong attention to detail.

#3. Practice Early-Intervention (Meet Early and—if Needed—Often):

Just like learning names and helping to plug students into productive activities outside of the classroom as early as possible, I have learned that it’s almost always better to intervene earlier than to wait and hope freshman students successfully make those early adjustments to high school largely on their own. Early intervention might mean conferencing with a student that has one of more failing grades to start the year; or it might mean taking their concerns about making friends or working through peer conflicts to heart. Every year, I work with students who bring with them into high school middle-school-like tendencies and middle-school mindsets of solving peer issues (which, of course, don’t often work well). When students transition from middle school to high school, it could be little things—or big things—that are making the transition difficult. It’s up to me to find out what those difficulties are (and to help). If I can get a student to experience academic and social success in the first quarter, or first half, of their freshman year, it goes a long way in helping them to make a successful transition from middle school to high school, and often sets them on an upward trajectory (in terms of their grades; social relationships; self-esteem; self-confidence; and in having an overall generally positive experience of living life as a newly-minted high school student).

Often, though, it won’t be a one-time meeting that sets newly-arrived, but struggling, freshman students towards an upward pathway towards success. If a student had various issues, concerns, or difficulties in middle school, it’s safe to assume that they may bring some of those same things with them to high school, as well. Counselors cannot solve every single student problem in their building, but it’s important to play the end-game with helping students (and to know that it often takes real work, patience, and effort). Some initially-struggling students might find their way after a few days or weeks; some students, it might take the better part of a term or semester; and some students may struggle for an entire year. Early intervention, however, helps you get a jump-start on (and more time) trying out various interventions that may help place students in the position of experiencing a quicker, more successful transition to high school. Be prepared, however, to meet early—and, perhaps, often—with those students having particular difficulties adjusting to high school.

#4. Tell Students How You Can Help:

It’s possible that a number of newly-arriving freshman students may have met very little (or possibly never) with a middle school counselor. When meeting with freshman students, it might be a good idea to let them know the different ways that you can help them. Some freshman students may believe that a hall-pass for them to go to the Counseling Department means that they have done something wrong—which almost always could not be further from the truth. I often let students know that “counselors don’t do discipline.” I don’t want to be seen as a quasi-administrator to students, or someone that they have to go talk to because they might have done something wrong. I want students to see counselors as advocates and go-to supports in time of need.

By telling students how you can help them, you are letting them know that they can go to you for any academic, intra-personal, or inter-personal concerns or issues that they may have. Counselors might not always feel comfortable putting themselves out there, but it helps to “sell” to students all the different ways that you can help. Give it your best sales pitch. Perhaps, even more importantly, it is also a great idea to ask students what they need. Keep it simple: “How can I help?” or “What do you need right now?” is usually all that needs to be said. If a student says that they don’t know, don’t worry too much (or take it personally). They will remember your initial offers of help and come to you when the need arises next time.

#5. Gather (and Use) Data:

One of the ways that I find I am able to catch a number of freshman transition issues earlier, rather than later, is by running weekly grade reports. When I run a grade report of students with current failing grades, I will then conference with those students that week. Once I have met with a student, I also write down the date of our meeting (for organizational and accountability purposes) on the grade report. This simple system allows me to meet with a struggling student, potentially, a dozen or more times each semester. Running regular grade reports throughout the semester also allows me to track a student’s upward or downward academic movement. If I see a student who previously did not struggle much, academically, on my grade reports, maybe it is because the student was sick and missed some school; maybe they turned in work late to teachers; or maybe something is going on outside of school. Gathering—and using—data helps me to identify struggling learners earlier, which, in turn, then allows me to allocate a larger amount of  time necessary to supporting their academic and personal-social needs.

I would be remiss if I did not mention one of the greatest data sources of all: middle school counselors. These trusted colleagues can often provide insightful tips and helpful information when it comes to working with students who may be struggling the most in their adjustments to high school—particularly, if they are a middle school counselor’s former students (and the counselor shared a great rapport with any number of those former students). What is more, when talking to middle school counselors, I often like to ask them what issues, or trends, they are seeing with their current students because it can provide me a preview of what the future may hold—and also what to look out for—when the next group of students arrive to high school.

#6. Be Honest—Grades Count in High School:

This point speaks to the idea of providing accurate, honest information to incoming high school students. Sometimes, students transition from middle school to high school and don’t always know that grades truly count in high school. By counting, we mean that grades determine if a student has met the baseline standard benchmarks of their individual state’s graduation requirements; or that grades can matter when applying for college; or applying for scholarships; work opportunities; eligibility for amateur athletics; auto insurance savings; or, if applying to the military, for example. Good grades mean more opportunities; more doors that can open to students. I think it’s important to let incoming freshman students know that when they arrive on their first day of high school, they are building a permanent academic file that starts from the very moment they begin high school and follows with them for the rest of their high school career (and beyond, in some cases).

I think it’s important to make those particular points in a clear, encouraging manner, however—not as a scare tactic to push under-motivated, or under-prepared, students into compliance, or to shame students into trying their best. Being authentic and honest with students is something that most students will come to appreciate because they trust you to tell them the truth and back it up with factual, honest information. Don’t assume that all students know that grades count (in more ways than one) in high school, but by being that provider of timely, honest, and accurate information, you are providing a tremendous service to those students who are often the most susceptible to making haphazard adjustments to high school.

#7. Find a Way to Connect With Each Individual Student:

Finally, perhaps one of the best strategies for helping students make successful transitions from middle school to high school is by finding a way to connect with each individual student—somehow, some way. It could be something as little as connecting over an interest in sports; music; a cultural connection; a genuine compliment about a positive character attribute they display or possess—literally anything. By finding a way to make each student feel important; respected; appreciated; heard; validated; and understood, counselors can become incredibly valuable, and trusted, allies for students. Finding a way to connect with each student means that the word will get out: You will become known as someone who can help; a go-to person for many different groups of students. Connecting with certain types of students will come naturally to a large majority of counselors—connecting with an large majority of students? Now that is something that can make an average counselor good, and a good counselor great.

—The Blue-Collar Counselor