Creating a Smooth and Successful Transition to Upper School

As the school year progresses, our eighth graders are beginning to consider the next chapter of their educational journey. To support our neurodiverse students as they approach this significant milestone, the Academic Support Department organized an engaging panel featuring accomplished neurodiverse juniors and seniors. These students shared their experiences, offering relatable stories that provided reassurance and helpful advice. They emphasized that feeling apprehensive about high school is common and highlighted the importance of seeking support.

Middle School Learning Specialist Megan Anderson introduced the eighth graders to Upper School Learning Specialists Jillian DeBusk and Kate Yohay. Making these connections early is essential as it helps students transitioning to the Upper School feel more comfortable. Knowing the individuals on the Academic Support team instills reassurance and lets students know they have dedicated advocates ready to help during this pivotal time.

Four Upper School students shared a key message with the eighth graders: the importance of using available resources, “even if you’re not sure if you need them.” They explained how accommodations and support systems can significantly impact managing schoolwork and reducing stress. One student shared that even if you typically rush through tests and don’t think you need extended time, you can use it to review your work and catch mistakes. Another student mentioned scheduling accommodations “eliminates the worry that interferes with my test performance.” Everyone agreed they felt more in control of their workload when utilizing the available support.

The Upper School students also discussed specific opportunities, such as Learning Lab, a small group academic support class with the Learning Specialists. One senior shared that with Learning Lab built into her schedule, “I knew it was dedicated time for me to do my work, which motivated me to focus instead of saving it for a free period when I knew I’d be more tempted to procrastinate.” A junior encouraged the eighth graders to “advocate for yourself and be proactive!” Another emphasized the importance of building relationships: “One of the most important things I’ve found is building a relationship of trust with teachers.”

All four upperclassmen recommended working closely with a Learning Specialist and using a planner to create a plan for after-school hours. While taking breaks is essential, they advised, “If you’re going to take a break, don’t go on your phone.” Because Upper School sports and activities can lead to later nights, students discussed tips and strategies for balancing schoolwork and rest. They agreed that staying up late can make it hard to focus, and being tired can complicate everything the next day. They suggested setting a cut-off time for homework, avoiding distractions like phones during breaks, and effectively managing free time.

Finally, the Upper School students emphasized the importance of creating positive relationships with peers. One student noted, “It really helps to surround yourself with people who want you to succeed.”

Eighth graders left the session feeling informed and equipped with the knowledge of where to turn for help as they start ninth grade. With the Academic Support team at their side, these students can better recognize their strengths and navigate future challenges more effectively. This proactive approach fosters an inclusive environment where all students can thrive, knowing they have a strong support system to guide them through their high school journey.