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A Developmentally Responsive Environment Is Critical in Transitioning Students to High School
In Event: From the Classroom to the Boardroom: Exploring Approaches to Promoting Equity in Education
Abstract
Ninth grade poses numerous difficulties for students (Benner, 2011; Eccles & Roeser, 2011). Coupled with virtual learning, as a result of the pandemic, this is particularly worrisome (Kuhfeld & Tarasawa, 2020; Mcelrath, 2020; Mineo, 2021). Reducing the potential negative impacts of the transition to high school, and the return to school as a result of the pandemic, can be reduced with a developmentally responsive environment (American Federation of Teachers, 1999; Benner, 2011; Mineo, 2021). This was investigated through a mixed-methods study, which indicated both quantitative and qualitative evidence of the importance of a developmentally responsive environment.