Powerful Practices with New Students
By Franciene Sabens, LPC, NCC, & Leslie Goines | September 2023
As school counselors, we have the incredible opportunity to improve student achievement and support student development through well designed school counseling programs. This opportunity is magnified with new students because their needs are sometimes greater than their peers’ due to their transition to a new environment. According to Edutopia, “A workshop conducted by the National Research Council and Institute of Medicine found that a single move could adversely impact an elementary school student’s reading and math scores, as well as increase dropout rates for older students—impacts exacerbated by multiple moves. The data also shows that transience disproportionately impacts low-income students and students of color, deepening pre-existing inequities in education.” School counselors are in a prime position to create specific programs and implement practices that support new students and reduce their concerns through a strengths-based approach, thus reducing the negative effects transitions can have on achievement.
New student programs and practices:
There are two types of new students: transition and move-in. Transition students are navigating an anticipated move that is developmentally appropriate – for example, an eighth-grader transitioning to the high school for freshman year. A move-in student is generally navigating an unanticipated move; one that can happen at any developmental stage, for any reason (custody issues, safety concerns, expulsion, a new job, homelessness). Move-in students may have a more difficult time adjusting than students navigating a transition. In working to meet the needs of new students, school counselors must understand the type of new student and the nature of the events surrounding the move to the new school environment.
Transition Programs and Practices
Because transitions are anticipated, school counselors have the opportunity to build programming from a more informed lens. When preparing for transitions, be sure to collect data that allows you to get to know your students as much as possible so programming can be built around their unique needs. Here are some practices to consider:
Elementary to Middle School
The aim of move-in programs and practices is to build essential connections for overall student success. Before their first day, ensure that move-in students understand the expectations of their new school and why programs are developed in the way they are. Identify what they need to hear on tough days and ensure they can identify a support system.
Get to know the student (and their family)
Possibly one of the most powerful new student practices is the follow-up. After a new student has been in the building for a week, check in with them to see how they are adjusting to the transition. Here are some sample questions to guide your conversation.
It is also important to follow up with parents/caregivers with a phone call or email home to share a few positive details about your check-in – just a few sentences can go a long way. Remember that parents/caregivers are valuable resources and assets, and recognize the shared responsibility and equal capacity to contribute to the education of their children. Continue to follow up with the student after one month and at the end of the term to continuously assess how they are adjusting.
When working with new students, school counselors can benefit from programs and practices that are proactive and designed to foster strong connections and build on students’ strengths. By recognizing the different types of new students and identifying their unique needs, interests, skills and strengths, school counselors can help them build confidence, motivation and connections that will contribute to their ability to thrive in their new school community. New student programs and practices that support both the student and family are vital and should not be seen as one-day events; long-term, coordinated services are most effective. New students who feel connected and supported are empowered to embrace their potential and flourish academically, socially and personally.
Franciene Sabens, LPC, NCC, is a school counselor in Herrin, Ill., and can be reached at francienesabens@gmail.com. Leslie Goines is a school counselor in Metropolis, Ill., and can be reached at leslie.goines@gmail.com.
New student programs and practices:
- contribute to overall student wellness
- promote academic success
- encourage healthy interactions with peers, teachers and other school staff
- encourage early involvement
- foster school–family connections and relationship building
There are two types of new students: transition and move-in. Transition students are navigating an anticipated move that is developmentally appropriate – for example, an eighth-grader transitioning to the high school for freshman year. A move-in student is generally navigating an unanticipated move; one that can happen at any developmental stage, for any reason (custody issues, safety concerns, expulsion, a new job, homelessness). Move-in students may have a more difficult time adjusting than students navigating a transition. In working to meet the needs of new students, school counselors must understand the type of new student and the nature of the events surrounding the move to the new school environment.
Transition Programs and Practices
Because transitions are anticipated, school counselors have the opportunity to build programming from a more informed lens. When preparing for transitions, be sure to collect data that allows you to get to know your students as much as possible so programming can be built around their unique needs. Here are some practices to consider:
Elementary to Middle School
- Data collection (needs, interests, skills)
- Panel of middle school students visit grade school class to share tips and answer questions, and manage expectations
- Visit to new school to walk through; learn about programs, clubs, sports; meet teachers and revisit with the panel again
- Orientation Day in August (sign up for clubs/sports)
- Data collection (Learning Style, Career Cluster, Mindsets & Behaviors, College-Going Self-Efficacy, IEP info, test scores, academic progress/GPA, attendance, discipline)
- School counselor visit and lesson to eighth-grade building/classes
- Course registration, assist students in connecting coursework to career cluster interests
- Visit to new school to walk through, learn about programs, meet teachers and hear from a panel of current freshman
- Create a Google Classroom
- Offer an orientation program like “Freshman Family Night” for students and caregivers/parents
- Invite students to a Freshman Orientation Program/Freshman Academy
- Conduct a fall needs assessment and create programming based on the results
The aim of move-in programs and practices is to build essential connections for overall student success. Before their first day, ensure that move-in students understand the expectations of their new school and why programs are developed in the way they are. Identify what they need to hear on tough days and ensure they can identify a support system.
Get to know the student (and their family)
- Use a new student questionnaire and caregiver/parent questionnaire
- Invite student to the School Counseling Google Classroom
- Make up missed school counseling curriculum
- Conduct a records review
- Schedule a check-in with the student after one week, one month and one term
- New Student Ambassador connection
- Newcomers Group
- Introduce to teachers
- Personal contact with home (send a quick welcome note)
- Encourage (and support) early involvement
- Share New Student Notice with faculty and staff
- Make sure parent/caregiver is aware of communication methods, key contacts, communication methods (remind, newsletters, etc.), and important school-related info (parent-teacher conference dates, grade-level curricular requirements, graduation requirements, school policies on attendance and behavior, etc.)
- Share information on how to access the student information system/parent portal
Possibly one of the most powerful new student practices is the follow-up. After a new student has been in the building for a week, check in with them to see how they are adjusting to the transition. Here are some sample questions to guide your conversation.
It is also important to follow up with parents/caregivers with a phone call or email home to share a few positive details about your check-in – just a few sentences can go a long way. Remember that parents/caregivers are valuable resources and assets, and recognize the shared responsibility and equal capacity to contribute to the education of their children. Continue to follow up with the student after one month and at the end of the term to continuously assess how they are adjusting.
When working with new students, school counselors can benefit from programs and practices that are proactive and designed to foster strong connections and build on students’ strengths. By recognizing the different types of new students and identifying their unique needs, interests, skills and strengths, school counselors can help them build confidence, motivation and connections that will contribute to their ability to thrive in their new school community. New student programs and practices that support both the student and family are vital and should not be seen as one-day events; long-term, coordinated services are most effective. New students who feel connected and supported are empowered to embrace their potential and flourish academically, socially and personally.
Franciene Sabens, LPC, NCC, is a school counselor in Herrin, Ill., and can be reached at francienesabens@gmail.com. Leslie Goines is a school counselor in Metropolis, Ill., and can be reached at leslie.goines@gmail.com.