Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.

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Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement.

Academic buoyancy: Towards an understanding of students' everyday academic resilience.

Educators at all school levels know that successful students—at all ability levels—have families who stay informed and involved in their children’s education. Yet many middle level and high school teachers report that the only time they contact families is when students are in trouble. This disconnect between knowledge and behavior can be corrected with new approaches that make it possible for every school to organize an excellent partnership program.

Connections Count. Improving Family and Community Involvement in Secondary Schools.

The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al, 2003) and can have a negative impact on psychological wellbeing and academic achievement One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (ie, anxiety disorders) become more salient (Kessler et al, 2005) and marked social, biological, and psychological development occurs (Anderson, Jacobs, Schramm, & Splittgerber, 2000) This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education We also review the interplay between psychological health and academic achievement across and beyond the transition We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

Moving to the next school at age 10–14 years: an international review of psychological development at school transition

This study explored the role of perceived family transactions of daily hassles, social support, and involvement with family in leisure activities in a sample of racially and ethnically diverse urban adolescents living in poverty as they made the transition to junior high school. Adolescents who perceived fewer daily hassles and more involvement with their families prior to the transition to junior high school appeared less vulnerable to declines in scores of self-esteem. In addition, adolescents who perceived fewer daily hassles also appeared to have fewer declines in preparedness for class. Social support moderated the effect of daily hassles on preparation for class: Under conditions of high hassles and high support, adolescents were most vulnerable to decrements in class preparation, whereas adolescents who perceived low hassles and high support were highest in class preparation. Implications for further research and interventions are discussed.

Urban Adolescents' Transition to Junior High School and Protective Family Transactions:

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Urban Adolescents' Transition to Junior High School and Protective Family Transactions: