Abstract:
Sixth graders may enter middle school with academic and social gaps, especially when it comes to communication and advocacy skills. This study aims to create a space for students to communicate with other students and gain confidence in everyday school pursuits. Providing students, a space to talk and the opportunity to learn new strategies will help them feel more prepared for class therefore increasing their confidence in their academic abilities. We assessed the impact of these students session using quantitative and qualitative data collected via a pre/post survey, session exits slips, student work artifacts, and observations. Students demonstrated a concrete understanding of academic confidence prior to any instruction on academic confidence. All students’ artifacts on overcoming fear in the classroom illustrated positive internal self-talk. Students viewed self-management skills favorable to their academic self-confidence & were eager to participate in “Study Skills Poster”. The positive impacts lend support to the important of middle school student support sessions.
