My field experience at Broad Ripple Middle School provided meaningful insight into the challenges middle schoolers face and the systems that can be improved to better support their academic and emotional development. This section reflects my observations, developing advocacy stance, and practical strategies grounded in real classroom experiences and aligned with professional recommendations.

Challenges Facing Middle Schoolers

Throughout my placement, I observed several recurring challenges that influence student learning and classroom dynamics. While all students were issued Chromebooks for school and home use, many frequently lost their chargers, broke their devices, or forgot them at home. These situations created disruptions and highlighted opportunities to improve access, responsibility, and support for digital learning. Despite school policies that restrict phone and headphone use during class, students often kept devices out and required frequent redirection. Some students reacted with resistance, which signaled a need for clearer expectations and consistent enforcement schoolwide.

Another area for growth involved the distribution of student learning plans, including IEPs, ILPs, and 504s. My mentor teacher had not yet received several students' plans despite requesting them multiple times. Without timely access to these documents, it was difficult to ensure that students were receiving the support and accommodations they needed. Improving communication and accountability systems would make a significant difference in how well student needs are met.

My Role as an Advocate

As a pre-service educator, I began to understand advocacy as more than planning strong lessons—it’s about recognizing areas where students need additional support and using my role to help strengthen those systems. I noticed how important relationships were for students, especially with trusted adults like special education teachers, coaches, and Officer Bruner. These figures were consistent sources of support, helping students stay grounded and connected. Seeing these relationships in action emphasized the value of emotional safety in a school community.

In my own teaching, I worked to create a space that was welcoming, respectful, and responsive. I made sure materials were available, modeled consistent routines, and practiced patience when students needed reminders. These small actions contributed to a larger culture of care. Advocacy, I learned, also means being present and intentional with how I respond to students’ needs—academically and emotionally.

Strategies and Resources to Support Middle Schoolers

Based on my observations and reflections, I believe schools can strengthen support for middle schoolers by implementing the following strategies:

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• Centralized Access to Learning Plans: A secure digital platform would allow teachers to access IEPs, ILPs, and 504s promptly and efficiently.

• Designated Personnel for Distribution: Assigning a dedicated staff member to oversee plan distribution would ensure consistency and accountability.

• Mandatory Protocols and Routine Audits: Clear guidelines and periodic checks would help confirm that teachers have the tools and information needed to support students effectively.

• Regular Professional Development: Ongoing training on implementing learning plans, special education laws, and differentiation would help teachers feel more confident and prepared.

• Collaborative Support Teams: Cross-functional teams can review learning plans and ensure they remain relevant and actionable across classrooms.

• Parent Workshops and Communication Channels: Involving families through clear communication and educational workshops would strengthen the partnership between home and school.

• Community Partnerships: Inviting local organizations and volunteers into the school can expand resources and offer students new opportunities for growth and connection.

Conclusion

Advocating for middle school students means identifying areas where systems and supports can be improved to ensure every student has what they need to succeed. My time at Broad Ripple helped me recognize the importance of communication, consistency, and strong student–teacher relationships. As I continue to develop as an educator, I remain committed to helping create school environments that are inclusive, responsive, and designed with all students in mind.