Finding a Support Network with Concordia’s Advisory Program

(Newswire.net — January 26, 2017) Jinqiao, Pudong, Shanghai —

 

To say middle school can be a tumultuous time of shifting sands is an understatement. Those short, yet crucial years between childhood and adolescence cover much ground in the development of a student. 

“They’re changing rapidly, from 10 to 12 years old,” says Jenny Franco-Marsh, a middle school Social/Emotional Counsellor at Concordia International School Shanghai. “They start facing concerns with their identity, trying out new relationships, new friendships. They’re having trouble with organization and planning, as their prefrontal cortex is not quite developed. All these things are coming together in middle school.”

Two years ago, Franco-Marsh and her co-counsellor Amanda Abel recognized the need for a support system devoted to this age group. They launched the Middle School Advisory Program at Concordia. 

The program consists of 25-minute sessions each morning where about 12 to 18 middle school students are placed with an Advisory teacher. This group forms a peer support network for students during this time of change.

Franco-Marsh and Abel conduct workshops with Advisory teachers in social emotional literacy and communication, how to conduct check-ins and team-building activities, and the advisory program’s curriculum.

Mondays address logistics and social/emotional concerns, and Tuesdays teach digital technology skills, while Wednesdays cover spirituality. Thursdays focus on community building and service for others, where students may choose to volunteer at the preschool or find ways to help the Will Foundation. The program dedicates Friday sessions for fun and physical fitness.

 

 

The school hopes to train more teachers to become advisors to bring the group size down to about eight to 12 students, according to Franco-Marsh.

“When we started using the homeroom approach years ago, we noticed students needed more support to enhance their leadership and problem-solving skills,” says Abel. “And now with technological advances, they need to understand social communication and technological literacy. We use a common sense media approach which teaches kids to be outstanding digital citizens, not cyber bullies, and how to negotiate the digital world.”

Concordia’s advisory program is part of a larger movement of such programs at international schools. What sets it apart from the rest, is its daily commitment rather than weekly sessions, which is the case with most other schools.

“The students really do find a sense of belonging within their peer group,” says Franco-Marsh. “It becomes a stable influence. It also gives teachers a chance to get to know the students better.”

 

 

“It strengthens their relationship so kids aren’t afraid to email their teachers for advice, or talk to them outside the classroom,” adds Abel. 

Kids identified as needing extra support are further referred to Franco-Marsh or Abel for one-on-one sessions.

An added stress for many international school students comes from learning a new culture in a country different from the one in which they, or their parents, were born. Children growing up with this experience are referred to as third-culture kids.

“Children from other nations are trying to fit into China,” says Abel. “They might like it here, they might not like it here. We have a lot of different populations. Their cultural identity is a real issue, as well as, learning how to negotiate conflict and differences.”

Concordia’s advisory program follows a three-year vision to guide students throughout their middle school years. Groups are formed based on academic and social need, personality, and grade level.

 

 

“You can sometimes see personalities wanting to dominate, but by educating our teachers, they’re able to step up and handle any conflicts that arise,” says Abel, though such occurrences are rare. “We teach students restorative justice and how to have restorative chats so they can work to repair conflicts and relationships.”

Ultimately, the advisory program aims to build academic success, self-awareness, and a sense of identity, where students build on their strengths and focus on positive relationships and productive communication.

Sessions provide an open space where kids have support to share their struggles and find solutions.

“We find the groups, especially Thursdays, really energize the students,” says Franco-Marsh. “They love it, they want to do more service work, get to know people outside their school community, and find ways to help.”

Through the advisory program, Franco-Marsh and Abel hope to build active global citizens. 

“I often share a quote from [educator] Nicholas A. Ferroni: ‘Students who are loved at home come to school to learn, and students who aren’t, come to school to be loved,’” says Franco-Marsh.

“We know students do better academically when they feel a sense of belonging, like they’re being cared for. We want the school to be a safe space where children love coming and they have that sense of community. They have an adult advocate in their counsellors and teachers.”