Montessori Middle School

and the Transition to High

School: Student Narratives
Elizabeth Lapon, Franklin Pierce University

Keywords: Montessori middle school, transition to high school, experiential learning, social-emotional

Abstract: This narrative study investigated through storytelling the experiences of five students who attended a
Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted
that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing
academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities
to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of
a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude
necessary for students to successfully transition to high school. This study suggests that Montessori middle school
practices may foster the intellectual and emotional growth of students so that they can successfully transition to high
school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade.

Middle school education is a critical time for by a developmentally responsive curriculum that
supporting the developmental needs of adolescents. sought to engage students in considering their feelings
Supporting the development of the whole child is and choices and the consequences of their actions on
reflected in both the middle school concept and the themselves and others (Schaefer et al., 2016). The middle
educational philosophy of Maria Montessori. The school movement flourished in the 1990s, and research
emergence in the 1960s and 1970s of the middle school supported middle school values such as critical thinking,
movement featured an emphasis on individualized literacy, collaborative learning, character development,
instruction, team teaching, and interdisciplinary planning and a responsive curriculum (Schaefer et al., 2016).
(Schaefer et al., 2016). Other essential components of The middle school concept, particularly its preferred
middle school education include exploratory learning, teaching practices, has been unraveling, however, because
recognizing the diverse needs of adolescents, promoting of a focus on standardized test scores (STS; Robinson,
student engagement, moral education, and cooperative 2017). In 2001, the middle school movement came
learning (Schaefer et al., 2016). By the 1980s, middle- under siege by pressures from No Child Left Behind
level education was a national movement characterized (2002), which focused on measurable outcomes such

Journal
26 of Montessori
Journal Research
of Montessori Research Fall 2020 Vol 6 Iss 2 26
Fall 2020, Volume 6, Issue 2
as STS (Schaefer et al., 2016), and later by the Every interdisciplinary teams of teachers who share students
Student Succeeds Act (2015). Middle school teaching and planning time, a focus on the needs of the whole
practices have shifted away from meeting the cognitive child beyond the academic, an exploratory program with
and noncognitive needs of their students toward teaching features that develop the health and wellness of the child,
practices that are primarily driven by test content. Middle active learning instructional methodologies, and shared
schools tend to myopically focus on STS, dismissing the decision-making among parents and the community
overall well-being of the adolescent child in favor of his or (Chen et al., 2012; Edwards et al., 2014; Manning, 2000;
her ability to perform on a test. Watts et al., 2013).
This research study was conducted with students The middle school concept promotes learner-
who attended a private Montessori middle school to centered education and has its roots in progressivism
better understand the impact that experiential learning, education philosophy, which holds that it is the educator’s
in stark contrast to a focus on STS, could have on the responsibility to focus on the needs of adolescents, draw
transition to high school (referred to in this study simply out their inherent capabilities, and inspire their growth
as the “Transition”). Students show a consistent decline by utilizing the best pedagogical methodology (Chen et
in grades from middle school to high school (Barber al., 2012; Edwards et al., 2014). Active learning that is
& Olsen, 2004; Benner & Graham, 2009), as well as a peer- and group-oriented and that involves gaining new
decline on achievement test scores across core-content knowledge through problem-solving, inquiry, experiential
areas (Allensworth et al., 2014). Not only are freshmen learning, interdisciplinary projects, and group process
contending with physical, emotional, and pubertal activities is favored (Chen et al., 2012; Edwards et al.,
changes, there are additional factors: longstanding 2014; Manning, 2000; Watts et al., 2013). Montessori
relationships with teachers and peers are disrupted; middle school classrooms embrace and incorporate these
high schools tend to be larger, more impersonal, and practices.
competitive; and students typically experience greater
autonomy from their parents (Cohen & Smerdon, 2009). Middle School Practices Meet Cognitive and Social-
More students fail ninth grade than any other grade Emotional Needs
(National High School Center, 2007), and promotion Research demonstrates that cognitive and social-
rates between ninth and tenth grades are significantly emotional skills develop together (Sibley et al., 2017). In
lower than rates between any other grades (Wheelock both The Exemplary Middle School (George & Alexander,
& Miao, 2005). The Transition also poses challenges for 2003), as cited in Watts et al. (2013), and This We Believe
the social-emotional well-being of students. Research (National Middle School Association, 2003), also cited
indicates that during the Transition, adolescents in Watts et al. (2013), the vision for the middle school
experience greater anxiety, feelings of loneliness, and concept is articulated, including the instructional teaching
depression as they attempt to adapt to high school (De practices described in Table 1.
Wit et al., 2011). The developmental responsiveness of Table 1 identifies some of the essential teaching
the school environment is a critical component in the practices that the middle school concept promotes to
relative level of support students receive as they make the meet cognitive and social-emotional needs. Educational
Transition. teaching practices used in Montessori middle school
classrooms, such as project-based learning, problem-
Literature based learning, and exploratory learning, align with
the middle school concept. Research on project-based
Montessori middle schools seek to provide a learning learning and problem-based learning has found that
culture that integrates cognitive development with the teachers who use interdisciplinary approaches to
social-emotional well-being of the child—in short, a instruction tend to more fully engage their students,
learning experience that embodies the middle school create more positive classroom environments, and
concept. develop closer relationships with their students (Netcoh
The middle school concept is a conceptual & Bishop, 2017). Additionally, Doda and George (1999)
framework with the following characteristics: discussed acquisition of knowledge that is enhanced

Montessori Middle School 27

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Table 1

Characteristics and Teaching Practices Compared

Characteristics from The Exemplary Middle School (George & Characteristics from This We Believe (National Middle School
Alexander, 2003), as cited in Watts et al. (2013) Association, 2003), as cited in Watts et al. (2013)
Curriculum Curriculum, instruction, and assessment
Curricula that integrate multiple academic disciplines Educators value young adolescents and are prepared to teach them.
Articulation of middle-level curricula with high school curricula and Students and teachers are engaged in active, purposeful learning.
expectations Curriculum is challenging, exploratory, integrative, and relevant.
Exploratory/encore courses in the arts, athletics, or careers Educators use multiple learning and teaching approaches.
Emphasis on students’ social and emotional growth Varied and ongoing assessments advance learning as well as measure it.
Concern for students’ health, wellness, and safety
Leadership and organization
Shared responsibility for students’ literacy and numeracy skills
A shared vision developed by all stakeholders guides every decision.
Instructing and advising Leaders are committed to and knowledgeable about this age group,

Journal of Montessori Research Fall 2020 Vol 6 Iss 2

Teachers specifically interested/trained in working with young educational research, and best practices.
adolescents Leaders demonstrate courage and collaboration.
Professional development explicitly focused on the middle school Ongoing professional development reflects best educational practices.
Interdisciplinary teams of teachers having common planning time Organizational structures foster purposeful learning and meaningful
One or more guidance counselors working intensively with students relationships.
Assessment that makes use of real-world tasks
Culture and community
Flexible scheduling that may span the school day, week, or year
The school environment is inviting, safe, inclusive, and supportive of all.
Heterogeneous and/or multiage student-grouping arrangements
Every student’s academic and personal development is guided by an
Governance adult advocate.
Participatory and inclusive decision-making processes Comprehensive guidance and support services meet the needs of young
Parental involvement in student learning parental and community adolescents.
involvement in school governance Health and wellness are supported in curricula, school-wide programs,
and related policies.
The school actively involves families in the education of their children.
The school includes community and business partners.
by engaging learners in both kinesthetic activity and Middle School to High School Transition
exploratory learning that includes problem-solving, Research indicates that the Transition can
brainstorming, and decision-making. significantly affect students’ academic performance and
An emphasis on social-emotional learning (SEL) social-emotional well-being. Neild (2009) suggested that
and respect for the whole child may be considered an the organization of the high school itself is a major source
extension of both the middle school concept generally of students’ difficulties in their ability to successfully
and the Montessori approach, in that they both address complete the Transition. Each class brings a different
the overall health and well-being of the adolescent. SEL is teacher and different peer group, so that students are left
particularly important at the middle level because of the feeling anonymous and alienated; no single teacher knows
developmental needs of the whole adolescent child. SEL how the student is doing overall, either academically or
has been shown to improve academic learning, increase socially (Neild, 2009). An additional structural challenge
motivation and perseverance, decrease anxiety and during the Transition is that students break social bonds
stress, and improve student behavior (Aidman & Price, with teachers and peers from middle school at the same
2018). According to the American Montessori Society time they need to negotiate new social relationships,
(n.d.), an authentic Montessori middle school classroom adapt to new school practices, and learn new school
is characterized by a student-centered approach that routines (Neild, 2009). Felmlee et al. (2018) articulated
encourages students to develop their independent self- that physically transitioning into a new building for high
management, exercise choice, and practice self-regulation. school affects adolescent friendship networks, which in
Table 2 shows the major components of a Montessori turn affects their ability to make a successful Transition.
Secondary education environment, as described by the Students who made this physical transition had fewer
American Montessori Society (n.d.). friends, were more likely to become isolated, and had
At their essence, Montessori middle school programs significantly lower odds of obtaining high grades; these
give adolescents opportunities to experience self-worth outcomes persisted throughout high school (Felmlee et
through important work that addresses their need for al., 2018).
creativity, problem-solving, and independence (American Ninth grade is a key educational year, and efforts
Montessori Society, 2020). to decrease the dropout rate ought to focus on the
critical Transition (Neild et al., 2008). Students’
Impact of Standardized Testing on Middle Schools lack of preparation may be caused in part by a lack
Placing mastery of content on STS as the sole or of communication between eighth- and ninth-grade
predominant means of assessment detrimentally affects teachers concerning their students’ academic, social, and
students and middle school teaching practices in the areas organizational issues (McCallumore & Sparapani, 2010).
of instruction, curriculum, subject matter, and student Middle school educators can help provide continuity
groupings (Chen et al., 2012). In fact, STS is the most during the Transition by sharing both insights about
significant hurdle preventing the adoption of experiential the developmental needs of incoming ninth graders
learning pedagogies (Scogin et al., 2017). Research and successful strategies to best support those students
reveals a trend away from middle school best practices, (Ellerbrock & Kiefer, 2014). Collaborating with ninth-
and their attention to the needs of learners, toward grade teachers, much in the way that middle school
meeting the demands of the test instead (Musoleno & teachers collaborate with each other, can immensely
White, 2010). Public Montessori schools also face the benefit students because they will start ninth grade with
pressures of high-stakes testing; however, by nature and their teachers better understanding their needs.
practice, Montessori philosophy is not well aligned with
state achievement tests (Chattin-McNichols, 2016). The Method
uneven profile of a child is expected and welcomed in
Montessori classrooms, but it is problematic in an STS The intention of this narrative study is to share the
environment (Chattin-McNichols, 2016). participants’ Montessori middle school experiences
so that others may understand how those experiences

Montessori Middle School 29

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Table 2

Characteristics of Montessori Secondary Environment

Multiage groupings Uninterrupted work Spiral curriculum What adolescents learn Additional components
periods
Students are commonly The daily schedule allows A spiral curriculum Montessori Secondary programs A community within the
grouped in 2- or 3-year for uninterrupted work exposes students to are rooted in hands-on, classroom that allows
age cohorts. A middle periods of 2 hours or many interrelated experential learning that includes: opportunities to participate
school may offer grades 7 more in core curricular topics repeatedly over • advanced courses in language in classroom government
and 8. subjects. time, resulting in broad arts, mathematics, sciences, and other leadership
and deep knowledge. and social studies that are experiences
These communities Uninterrupted work
academically challenging
allow opportunities periods honor Students are academically Experiences in nature that
• specialized courses including
for collaborative work student choice, foster challenged and cultivate respect for the
world languages, visual
and student leadership concentration, and given reasonable environment
and performing arts, health

Journal of Montessori Research Fall 2020 Vol 6 Iss 2

through: support student opportunities for
and fitness, and participate
• regularly scheduled, engagement, while pacing work to meet Microeconomic experiences,
in field studies (such as
student-led community allowing for deep their needs, while also such as developing and
apprenticeships) and service
meetings inquiry and a chance to learning responsibility, running a business,
learning
• activities, such as in work in collaborative meeting deadlines, to promote a genuine
inquiry-based problem- project teams. and mastering skills Montessori philosophy understanding of currency
solving and applied and concepts with the acknowledges the need of the
scientific method, that support and guidance adolescent to serve others, so Responsible and ethical use
encourage diversity of of master teachers. service is taught as a way to care of technology, with the
perspectives, thoughts, for the school community and the majority of the school day
and learning styles world outside the school. spent in learning activities
• compassionate and and practices that require
respectful relationships Secondary students complete peer-to-peer and student-
and an appreciation of complex projects—a culmination teacher interaction
differences of learning—that include research
and presentation and illustrate Manageable homework load
their mastery of concepts. and absence of high-stakes
testing
affected their Transitions. This was accomplished by the cognizant to code in such a way that the participants’
students reflecting, sharing, and storytelling with me, words, perceptions, and opinions were paramount in
the researcher. By using an interpretivist paradigm, my the analysis. As Creswell and Poth (2018) suggested, it
purpose as a researcher was to describe, understand, and was essential that my bias for Montessori education not
interpret the experiences of the participants together prejudice my analysis of the interviews. I particularly
(Merriam & Tisdale, 2015, p. 12). The meaning of the needed to be mindful not to insert my opinions and
participants’ respective middle school experience was make sure that the voices of my participants were upheld
varied, multiple, and complex (Creswell & Poth, 2018, throughout the process. As I coded, I wrote analytic
p. 24). From the interviews with the participants, I memos to reflect on the interviews and the themes that
inductively generated a theory or pattern of meaning emerged. Engaging in reflexivity about perspectives by
formed through the participants’ views of the situation writing analytic memos throughout the analysis process
and their interactions with me (Creswell & Poth, 2018, was a helpful validation strategy (Creswell & Poth, 2018).
p. 24). Through broad interview questions that initiated Miles et al. (2014) advised two cycles of coding
discussion and reflection, I sought to thoroughly and to derive patterns and explain the meaning of the data
accurately document the perspective and make sense of collected by assembling it into analyzable units. A second
the experience of participants who made the Transition code is useful to add detail, enrich the meaning of the first
from a Montessori middle school. code, and identify particular qualities that may emerge
(Miles et al., 2014). As suggested by Miles et al. (2014), I
Participants employed a mix-and-match method that used descriptive,
in vivo, and process coding to help organize, classify,
The site of the study was a private, pre-K–8 and categorize the information. Specifically, I looked for
Montessori school in a suburb outside a large city in the repetitions in phrasing or content, categories explicitly
northeastern United States, which will be referred to as offered by the participants, analogies or metaphors used,
Rose Hill School. The participants in the study were five similarities and differences in their responses, and their
former students of the middle school who transitioned reactions to questions. When comparing within a single
to a public high school and are currently in either their interview, a researcher must examine the consistency of
senior year of high school or their freshman year of the interview as a whole by analyzing multiple references
college. Because all participants came from the same to the same code, repetition about categories, new
private school in a predominantly White community, information about categories, comments that are similar
there was minimal diversity in terms of socioeconomic or different, and the context of comments (Boeije, 2002).
status and race; however, other identities, such as gender,
sexuality, religion, and parents’ marital status, may affect Limitations of the Study
each participant’s experience of the Transition. I knew
all the participants before the study, as they were former Conducting a narrative study presents several
students whom I taught for 2 years as their seventh- and limitations that are intrinsic to the nature of this
eighth-grade English and history teacher. Each narrative research. First, because the study focused on the stories
was gathered in a one-on-one interview. Pseudonyms of five students from a predominantly White and
have been assigned to each participant and to the wealthy socioeconomic class, no attempt can be made
Montessori school itself to preserve anonymity and to generalize the results and project them onto larger
confidentiality. populations. Although the participants collectively
lacked racial and socioeconomic diversity, each of their
Data Analysis stories was unique and shared a perspective not present
in the current literature. Additionally, some participants
Initially, I reviewed each interview to get an overall had attended the Montessori school since first grade,
sense of the participants’ experiences. Next, with the while others entered in seventh grade, which could have
research questions in mind, I formulated codes to reveal influenced their experience in Transition. Their stories
patterns and themes from the interview itself. I was simply reflect their own experiences of attending a

Montessori Middle School 31

Montessori middle school and transitioning to a public academic success, including the ability to work both
high school. independently and collaboratively, organize one’s
Another limitation of this study that may be both a work and time, craft research into meaningful projects,
liability and an enabling factor is that I conducted all the communicate effectively, and think globally. Teachers at
interviews with the participants. Because I taught each Rose Hill are expected to develop meaningful, personal
of the participants for 2 years, students opened up more relationships with their students. Teachers reach out to
fully about their experiences and perhaps more easily graduating students’ ninth-grade guidance counselors to
than with someone they did not know. However, students share their insights about each student the spring before
may have been hesitant to fully disclose everything, students enter ninth grade.
knowing that I have relationships with the people in their Each interview explored the respective participants’
narratives. The few times this issue came up, students experiences, including their academic and social
seemed comfortable sharing when I assured them that successes and challenges, at the Rose Hill School and
people whom they were discussing would also remain then in high school. Participants included “Eva,” “Ira,”
confidential. My unique relationship with the participants Steve,” “Dave,” and “Eric.” Although the student stories
did not prevent them from addressing their negative are not generalizable, they provide insight into how
experiences, painful memories, or unfavorable outcomes. middle schools can help make the Transition more
successful. Themes emerged from the participants that
Findings they developed during middle school, which helped
them make the Transition: academic skills, relationships
Rose Hill School is a Montessori school that serves with peers and teachers, and their attitudes toward
students from 18 months old through grade 8. The learning and personal characteristics. A potential
middle school comprises grades 7 and 8 and in many academic weakness of the Rose Hill School—lack of test
ways prepares students to transition from a traditional preparation—is also discussed in this section.
Montessori school to a traditional high school. According
to authentic Montessori middle school practices, the Academic Skills
students are expected to engage in exploratory learning, At Rose Hill School, students thrive when stress
take risks, reach new levels of achievement, and become is minimized and curiosity is encouraged; thus, the
confident, self-motivated learners. Additionally, the academic culture is rigorous but in a relaxed environment.
middle school is founded on the belief that children are All participants reported feeling prepared for the
naturally curious and eager to learn. Its core values are academic rigors of high school and described themselves
respect for the development of the whole child; deep as succeeding academically in high school. Specifically,
learning that happens within a collaborative community participants discussed their ability to get good grades,
built upon mutual respect; and engaging students in executive functioning skills, presenting and writing, and a
purposeful work so that they become self-disciplined, love and appreciation for learning that is relevant.
self-assured learners. Rose Hill diverges from authentic Participants explained that although grades were a
Montessori middle school practices in that students do significant focus in high school, they were not emphasized
not have uninterrupted work periods of 2 hours or more in middle school. At the Rose Hill School, students do
in the core curricular subjects. Rose Hill core classes are not even receive traditional grades until middle school.
primarily in 45-minute blocks, although occasionally Although grades are presented on the middle school
there are opportunities for deeper exploration for longer progress report, the progress report emphasizes in
periods. Additionally, advanced courses are offered equal part the student’s social-emotional aptitude. Eva
only in math; however, opportunities for extension are explained, “In middle school we just didn’t talk about
integrated into each core subject. Rose Hill embraces grades. . . . In high school, people were, like, checking their
Montessori middle school practices in that the curriculum grades all the time.” Addressing grade-related pressure in
emphasizes critical thinking; flexible problem-solving; high school, Eva said, “I think it’s great to have a middle
peer-to-peer, project-based learning; and teamwork school experience where there’s less of that. . . .” While
based in experiential learning opportunities. The cross- Ira was proud of his success on the AP exams in physics
disciplinary curriculum nurtures essential skills for and psychology, he similarly discussed frustration with

32 Journal of Montessori Research Fall 2020 Vol 6 Iss 2

the focus in high school on test scores and grades. He Participants also left middle school with an
preferred the middle school atmosphere: “I think the appreciation for learning that is relevant. Rose Hill
pressure at, like, Rose Hill is to learn.” creates learning experiences that are personally relevant
Executive functioning skills are the self-management to students’ aspirations and interests or are connected to
tools that students need to manage their time, organize real-world issues, problems, and contexts. For example,
and plan their workload, focus their attention, follow a cornerstone of the middle school experience is that all
directions, and develop mental skills such as working students work at a nearby organic farm every Friday for
memory, flexible thinking, and self-control. Ira joyfully half the day. This experience teaches students teamwork,
remembered building a catapult in physics class at Rose knowing where their food comes from, the value in
Hill: manual labor, the role of nonprofits in a community, and
the ethics of hard work. It stood out to Steve because it
I remember we planned it all out, planned out what was “something that was, like, more in the real world.”
materials we needed and how it was going to work While at the farm each week, students frequently had
in term of the physics . . . and then it was just really to find ways to solve problems for themselves in the
satisfying to see it work in the end because it was just moment because things do not always go according to
really cool. plan. Students are often left to come up with their own
solutions. From practicing this at the farm, Steve said he
The time management, organization, planning, and was not rattled when, in the first week of his large high
focused attention skills for this long-term project were school of 2,000 students, he had to figure out how to find
helpful when Ira later joined his high school robotics team. his classes.
Participants expressed that presentations and writing Ira spoke about Rose Hill’s emphasis on learning for
are both frequently used in high school assessments and the sake of learning. Because of that, he preferred classes
that Rose Hill prepared them well in these specific areas. in high school that also focused on learning for what the
Rose Hill students regularly present on their learning to subject had to offer: “instead of just trying to get numbers
demonstrate their mastery of understanding. Writing is right on the test, it was more about just actually knowing
often taught workshop-style in collaboration with peers the topic” and not just getting a good grade. He discussed
and teachers. Steve reflected that working through the a high school astronomy class he loved:
discomfort of giving his graduation speech to the entire
Rose Hill community (a rite of passage for each graduate) The assignments took some time but were actually really
helped him to develop the ability to “perform or carry out fun—like there was one I distinctly remember where once
whatever tasks you need to in front of people and under a week you had to go outside and find the star, record a
pressure.” Dave was very confident about his presenting bunch of data like what star it is, its luminosity, and that
skills and emphasized that he was more competent than was really fun to go outside at night and pick a star and
his high school peers. “I had the ability to put the right look it up. That’s cool.
information on the slide, create talking points, use a
notecard effectively . . . not just remembering a fact but A potential academic weakness of attending a
take that fact and apply it to 10 different things.” Dave said Montessori middle school was the students’ relative
he came into middle school feeling that writing was his lack of preparedness for a learning environment that
biggest challenge: uses tests as its primary form of assessment. Participants
expressed that they had minimal experience with taking
Just by doing it a lot and reading other people’s essays tests, test-taking strategies, and rote memorization. Dave
and having other people edit your essay was a very had the feeling from middle school teachers that tests did
effective tool for me because then I see how they’re looking not matter, so it was a huge adjustment to learn that the
at my writing. . . . To have another student who’s at your standardized tests administered in high school not only
level and say what you did right and wrong and how you mattered, but passing them was needed for graduation.
can go further with whatever ideas you have, I think, was Also, Dave felt that he was never taught how to study for
a very effective tool. a test or memorize material: “I just never had the tools
or got taught how to study for a test.” He was frustrated
Dave said about writing, “Now I’m pretty stellar at it!”

Montessori Middle School 33

because he did not have the ability to determine which At Rose Hill, middle school students have many
material covered in a class would be on a test. More opportunities to practice working with others to achieve
practice with test preparation in middle school would a goal. Successful collaboration requires skills such as
have benefited Dave. giving and receiving feedback on ideas, acknowledging
other people’s contributions, listening to the concerns
Relationships With Peers and Teachers and opinions of others, sharing information and
All participants discussed how their interpersonal workload, and negotiating to solve problems and achieve
relationships in middle school helped them learn essential goals. For example, several of the participants discussed
social skills, including making friends, resolving conflict, their happy memories from attending Montessori Model
and collaboration. Ira felt the small class sizes at Rose United Nations (MMUN). Rose Hill requires all students
Hill helped develop social skills with people with whom to participate and dedicates one history class each week
one might not share common interests. Because there are to prepare for the annual MMUN conference in New
not always options for making friends with people who York City. Students deliver an opening speech, represent
are similar, it pushes students to learn how to engage and the interests of a specific country, and write and submit
connect with different types of people. Eva said, “I had a position paper on a topic. At the conference, students
some people that I was more friends with than others . . . , collaborate with students from around the world to pass
but if we were, like, doing a group project or sitting at lunch resolutions on their topics. Ira said,
or something, I could just sit with anyone or work with
anyone.” I remember MMUN very distinctly. . . . There was a
Participants felt that they learned how to resolve lot of negotiation, actually, like, working together with
conflict with peers at Rose Hill. Because the school was people you don’t necessarily know trying to get something
so small, they could not simply avoid a student with collective done. And it was interesting. . . . We had a
whom they were having a problem. Students discovered common goal, and we learned how to rally around that
that conflict is a normal, healthy part of a relationship and and get something done. That’s a very good skill to have.
that, by being respectful and expressing emotions in a
calm manner, they could work through it. In the process Each of the participants discussed close relationships
of working out problems, students learn active listening, with their middle school teachers. Students said that
forgiveness, communication, and the importance of they went into high school with the expectation that
maintaining relationships. For example, Eric described these were relationships they should have and described
a situation with a fellow Rose Hill student who at employing strong communication skills to cultivate these
recess was more physical and competitive, and he felt relationships. Eva reported that in middle school,
pushed around by him: “It was just something we had
to work out, and sometimes you just have to learn how there was a lot of emphasis on talking to the teachers
to speak up when you don’t feel something is right in if there was a problem, and I definitely felt comfortable
that situation.” He discussed bringing the problem to a doing that. . . . You [the interviewer] were right there so
teacher, and the three of them “talked it out”; afterward, we could chat, go get help whenever we needed it, and
“it was definitely better and improved. . . .” Similarly, Dave stuff, which was really nice.
spoke about learning empathy through an art project
during middle school: Eva reported that when she struggled with a class
in high school, she would always go to her teachers first.
We did the art thing with the canvases where we have to Dave also said he felt very comfortable going to his
exemplify on [depict with images and words] the word middle school teachers for academic help, so he “had no
“empathy,” and that word had the biggest impact on me trouble doing that” in high school. Dave and Ira explained
on a social level because you know I can be a little rough that it was possible to have great relationships with
at times. . . . I learned there’s a right way to communicate teachers in high school, but students had to initiate and
and a less effective way. push for it.

34 Journal of Montessori Research Fall 2020 Vol 6 Iss 2

Attitudes and Peronal Characteristics projects, tutored upper elementary students, or worked
Participants expressed that attitudes toward learning with toddlers on practical life skills. In this way students
in middle school emerged into two major themes: a love experienced helping manage the discomfort of adjusting
of learning and a perception that a school should be a to a new high school setting. For example, Dave struggled
community. Middle school was about encouraging their with the larger school environment: “There’s so many
curiosity, creativity, and understanding of themselves. aspects of it that were incredibly complex for someone
They describe engaging in learning because it was who wasn’t used to that. . . . It was just something
personally rewarding and worthwhile for its own sake, foreign to me that made it incredibly stressful for the
rather than to secure a grade. first semester.” And yet, he was able to rely on himself
Eva described a few projects in middle school in and figure it out: “I stayed late a couple days to just walk
which she was able to integrate art into her assignments: circles around the school because I was like, let me just try
and figure this out—you know, practice by exploring.”
I remember really liking a way to show my knowledge Eric spoke about advocating for himself with his
of the book by using art, which is something I enjoyed high school teachers to have his 504 plan implemented
doing. . . . When we read the plays Macbeth and Romeo in his classes: “Most of the time I was the one to kind of
and Juliet, we made those CDs and album covers that bring it [the 504 plan] up to them. . . , advocate for myself
represent something about the play, and I really liked for that.” Although Eric said he would always struggle
doing that. with obsessive-compulsive disorder (OCD), he had
confidence that it would not prevent him from thriving
Participants expressed the attitude that school academically. In middle school, Eric regularly met with
should feel like a community. For example, Eric said that his teachers to talk about his challenges in completing
community bonding at Rose Hill “was really unique, homework on time. He was very open with middle school
[and] I hadn’t experienced that before in an educational teachers about his OCD and how it affected his learning
setting.” Steve talked about how he really liked the spring experience. When the time came to explain his situation
and winter concerts in middle school because they to high school teachers, Eric was able to draw upon this
brought the whole school community together. Dave experience with self-advocacy.
mentioned the importance of the weekly community Grit is having the courage, resolve, and strength
meetings at Rose Hill, at which everyone got together of character to persevere despite being confronted
to discuss how the community was doing, celebrate by obstacles and challenges. Ira spoke about how he
successes, and resolve any concerns. generally liked working at the farm, but some Fridays it
Through their stories, students described certain was awful.
personal characteristics necessary to navigate their new
educational setting, which included self-reliance, self- I remember one time, it was early December, and they
advocacy, and grit. Participants discussed the culture had just gotten rid of all the turkeys, and we had to
shock they experienced in the Transition: having to shovel out all the turkey poop. It was frozen, and it was
contend with a bigger school building, new systems, really cold that morning. It was just generally unpleasant.
new schedules, a larger population of students, and
new teachers. Rose Hill helped them be self-reliant to Ira was able to process the negative aspects of
manage the discomfort associated with this new setting. farmwork and persevere to appreciate the good aspects
For example, at the start of middle school each student of the experience. Ira then spoke about an experience in
determines a service project at the school to participate his freshman year in which he struggled to figure out the
in weekly throughout the year. Students have to interact online math homework:
with adults at Rose Hill whom they do not know well to I didn’t know the system at all. And it was just really
supervise their projects, pushing students to adjust to the messing up. . . . I just kept trying to do it. Honestly, it
expectations of different teachers, get to know a different was just [that] persistence paid off. I did all the systems,
population outside the middle school, and rely on did all the homework, and just kept working at it, and
themselves often to accomplish the goals of their project. eventually it just became, I know the system. I can do
For example, students have initiated beautification anything in it.

Montessori Middle School 35

 Eva wrote her college essay about how she knew she different types of people. They discovered that conflict is
would be able to overcome the obstacles of transitioning a normal, healthy part of relationship and that, by being
from high school to college because her middle school respectful, they can work through their disagreements
experience taught her she had the fortitude for the with others. Participants related different ways these skills
previous Transition. were beneficial in the context of high school. Participants
also learned collaboration because middle school offered
I think the best thing [Rose Hill] did for me is that I felt the opportunity to practice working with others to
very comfortable. I knew what I was interested in because achieve a common goal.
I had a lot of chances to figure out what I was interested
in. I was confident in my academic abilities. . . . It was like Recommendations for Practice
I felt more confident in myself to deal with the transitions,
even if it was a big transition. For middle school administrators and teachers, the
findings of this study suggest that it is useful to consider
Overview and Discussion of Findings three elements for creating middle schools that prepare
students for the Transition: (a) developing academic and
The findings of this research indicate that the social-emotional skills, (b) fostering positive attitudes
Montessori middle school enriched these students’ learning toward learning, and (c) creating opportunities to
experience, made learning more personally meaningful, practice self-reliance, self-advocacy, and grit.
and fostered academic and emotional development. The The experience of these students accentuated the
students who attended Rose Hill School were intrinsically ability of a Montessori middle school to emphasize
engaged in middle school, and that engagement persisted both academic rigor and the social-emotional skills that
throughout high school and even into college, even after build the fortitude necessary for students to successfully
students were no longer in educational environments that transition to high school. This study suggests that
embraced experiential learning. The benefits of developing Montessori middle school practices foster the intellectual
close relationships with peers and teachers in middle and emotional growth of students so that they can
school also persisted, in that the participants sought out successfully transition to high school and potentially be
high-quality peer and teacher relationships in high school. buffered from many of the detrimental academic and
Personal characteristics that are essential in helping emotional impacts of ninth grade. Additionally, this
students make the Transition, such as self-reliance, self- study proposes that middle schools ought to solidify the
advocacy, and grit, were developed during their Montessori foundations in writing, presenting, and test-taking that
middle school years. are necessary for future success.
Additionally, a lower-pressure learning environment The results of this narrative study suggest that
that did not emphasize grades prepared students for middle-level educators ought to embrace the middle
the academic rigors of high school. Students developed school concept and the Montessori philosophy. When
an appreciation for learning that was relevant, and that students develop a love of learning and appreciation for
appreciation persisted into high school and beyond. learning that is relevant, they bring that attitude to their
Participants felt validated in middle school for their future learning settings, which is a significant factor in
interests, were encouraged to pursue what they cared their ability to successfully transition to high school.
about, and felt engaged in their learning process. Middle-level educators ought to recognize that how
Participants expressed that their middle school education students feel about learning significantly affects their
fostered a love of learning and that their learning ability to learn.
experiences were about encouraging their curiosity, Middle-level educators also should help students
creativity, and understanding of themselves. develop personality characteristics—self-reliance,
Students discussed how their interpersonal self-advocacy, and grit—that are essential for students
relationships in middle school helped them learn essential to navigate the interpersonal, instructional, and
social skills, such as making friends, resolving conflict, organizational changes in high school. This study suggests
and collaboration, which were necessary for high school. that Montessori middle schools excel at developing these
Because classes were small, students engaged with qualities because students are active participants in their

36 Journal of Montessori Research Fall 2020 Vol 6 Iss 2

learning. Exploratory learning pushes students to bring Cohen, J. S., & Smerdon, B. A. (2009). Tightening the
their whole selves to the learning experience and engage dropout tourniquet: Easing the transition from middle
in a manner that builds their character. to high school. Preventing School Failure, 53, 177–183.
https://doi.org/10.3200/PSFL.53.3.177-184
Author Information Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry
and research design: Choosing among five approaches
Elizabeth Lapon is an assistant professor of education at (4th ed). SAGE Publishing.
Franklin Pierce University in New Hampshire. She can be De Wit, D. J., Karioja, K., Rye, B. J., & Shain, M. (2011).
reached at [email protected]. Perceptions of declining classmate and teacher
support following the transition to high school:
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