Perceptions of People and Place: Young Adolescents' Interpretation of Their Schools in the United States and the United Kingdom.

Zoller Booth, Margaret; Chase Sheehan, Heather

This article investigates the impact of different school models (middle school, K-8, and the UK secondary) on young adolescents' perceptions of their school climates. In particular, it analyzes the importance of people and place in the positive and negative attitudes that middle-level students develop about their schools. Based on mixed-method longitudinal research conducted during the 2004-2005 academic year, the study finds that 11- to 12-year-old students' happiness in school is most influenced by their peers, followed by the relationship with teachers. The study also reveals negative implications for students in large, crowded, control-oriented middle schools. On the other hand, it also reveals how larger secondary schools (found in the United Kingdom) include programmatic qualities to promote young adolescents' comfort level in large schools. Effective transition programs in particular can mitigate the negative qualities of large, urban, low socioeconomic status school settings by assisting with student comfort and lessening the feeling of anonymity.

UNITED States; SCHOOLS; SOCIAL conditions of students; SENSORY perception; SOCIAL status; ANONYMITY; LONGITUDINAL method; SECONDARY education; TEACHERS

Journal of Adolescent Research, 2008, Vol 23, Issue 6, p722

0743-5584

Academic Journal

10.1177/0743558408322145