It must serve the educational needs of students during a critical phase of transition from childhood to adolescence. During these years, preparation for future educational experiences must be planned with emphasis on the sound emotional and social growth of each student. In considering the needs of the middle school age students, we recognize that the school for these students should be unique, wi
th its own philosophy, purposes, and organization. It should be organized to recognize and deal with the transitional nature of early adolescence and to meet the needs of a student population that is diverse in background, aspirations, developmental stages, and rates of growth. The instructional program should create a balance between academic, social, physical, and personal growth. Opportunities should exist for the development of both basic skills and a positive self-image. Programs for early adolescents should provide an atmosphere conducive to the personal and educational development of young people. Close student-teacher relationships and a child-centered approach to learning enhance this atmosphere. The curriculum must be flexible, promote academic excellence, and encourage the development of each student’s individual talents, intellect, and curiosity. The educational process of each individual is a lifelong activity. In order to provide each individual with a foundation on which to grow and mature, it is important to provide a variety of educational experiences. Through these experiences, students will be able to explore, to discover, to develop individual talents, and to enhance feelings of positive self-worth.
