School environment

AMLE says:

The school environment is inviting, safe, inclusive, and supportive of all.
A successful school for young adolescents is an inviting, supportive, and safe place, a joyful community that promotes in-depth learning and enhances students' physical and emotional well-being.

It means:

Middle level schools need to provide students with opportunities to develop/maintain their physical and emotional health (e.g. physical education, lifelong physical activities, written policies supporting peace and safety, scheduled PD, student-focused activities), and to explore opportunities for personal growth in a safe manner (e.g. clubs and interest groups, counseling, proactive anti-bullying efforts).  It comes down to having programs to concentrate on areas of young adolescents' personal lives that enhance or interfere with learning, adults modeling good habits, creating policies to support and direct a school's efforts to address health and wellness, school culture, school and community collaboration, and parent partnerships.  In this way, schools actively promote a safe and welcoming environment, liaising with and involving the stakeholders in students' lives.  

Example:

Detroit Edison Public School Academy emphasizes a school culture as an all around environment that sets high expectations not just for students, but also for teachers.  It seeks to emanate the message that all -- students, families, staff -- are welcome at the school.  Duke Bradley, principal and founder of Benjamin E. Mays Preparatory School in New Orleans, Louisiana, addressed the difficulties of establishing school culture for students by explicitly establishing guidelines for behavior, dress, responsibility, and individual accountability.  Teachers, on their part, attend professional development for 3 weeks in the summer, becoming acquainted with school protocol -- values of hard work, respect, discipline, and of leadership.  Finally, a KIPP School in Louisiana uses routine to transition students into the school environment.

Why it works:

Obviously, these schools are elementary, rather than middle level.  However, I wanted to use explicitly a KIPP school, having friends who teach at several and have had very good experiences at them.  Something all three schools emphasized was the importance of not only getting students on the same page, but teachers and staff, in creating a positive school environment.  They made sure families and students knew they were welcome, that all teachers and administrators had the common goal of providing students with a positive learning experience, and that teachers were models for their students.

My classroom/school:

My school has done a lot to get people on the same PBIS page, including paraprofessionals and teachers alike.  Administration works very hard with parents and community members to ensure the best outcome for students.  On my part, I work to ensure that my students know they are valued, that I am interested in their inputs and interests, and that I want them to be happy, healthy, and safe.  We go on community walks to address their physical needs, as some are obese and some need to develop balance or muscle (not to mention social skills).  We do zumba in class; it is a way for them to enjoy music and work on fitness (some of them hate gym, but love zumba and fail to register that a high kick IS exercise).  My class rules, which were student generated, are a written policy supporting safety -- physical and emotional -- for all students.  They know, too, that everyone in the class is "working on something," and that we never EVER make fun of somebody for having a hard time (e.g. a student with very severe pica disorder).  I also advocated for a student who is capable of doing so to attend after-lunch clubs, and so, he will attend this upcoming year.  I am working on reaching out to community members that will allow my students safe and thought-provoking opportunities to access the community.  As many of them are developing the ability to "maintain" across environments other than school and home, this is a veritable but worthwhile challenge.  Last but not least, I write home to parents 3 times per week and call home about once every 2 weeks, unless there is something particularly great or sensitive I want to chat about over the phone.  This has proven to be effective: my parents know I have their child's best interests at heart and know they are always welcome to call or drop in.