Abstract
Teachers are often at the forefront of efforts to help students struggling socially at school and their support may be particularly critical during the early adolescent developmental period after youth transition to middle school when social concerns become increasingly salient to students. Given their daily interactions with students, teachers have the unique opportunity to observe students’ day-to-day experiences and can provide insight into the social challenges their students face. Our main study aim was to learn teachers’ perspectives about the pressing social issues they see for students, the types of strategies they use to mitigate those struggles, and the barriers teachers face in supporting youth socially. To assess teachers’ perspectives, we employed a qualitative study design and collected data from 39 middle school teachers who participated in 6 focus groups. Results reveal that teachers see students as highly concerned with peer acceptance, often at the cost of their academic engagement. To support students socially, teachers reported strategies such as establishing classroom expectations, having positive teacher-student interactions, and managing peer social dynamics. Barriers to providing support included difficulty keeping track of peer relationship and lack of understanding about how best to manage peer dynamics. Implications for teacher training and students’ overall adjustment at school are discussed.
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This research was supported by grants from the Institute of Education Sciences (R305A140434, R305A160398). The views expressed in this paper are those of the authors’ and do not reflect the view of the granting agency.
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Dawes, M., Sterrett, B.I., Norwalk, K.E. et al. Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success. Soc Psychol Educ 24, 465–488 (2021). https://doi.org/10.1007/s11218-021-09622-1
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DOI: https://doi.org/10.1007/s11218-021-09622-1