Unlocking Middle School Potential and What This Issue Tells Us About Teaching and Learning
By. Matt Moulton
Congratulations on another year! Whether this was year one or year 30, we are glad that you were a part of it and a member of the Colorado Association of Middle Level Education. You may be running full sprint into summer or crawling. Some of you might even be saying “Matt, gravity is pulling me into summer. 9.8 meters per second squared. Regardless, I wanted to share some articles with you from the newest issue of Middle School Journal. From current legislation to equity-driven math instruction and hands-on advisory models, these articles feel not only timely, but deeply practical for anyone working in or with middle schools. Feel free to read the articles in their entirety by clicking the links in each summary.
Resisting the Silence: Teaching in the Era of Anti-DEI Legislation
In their editorial, Lisa Harrison, Ellis Hurd, and Kathleen Brinegar affirm what so many educators need to hear: you matter, and your students do too. Amid growing anti-DEI legislation, the authors offer three clear action steps—stay informed, move beyond symbolic gestures to measurable outcomes, and build coalitions. Their message isn’t just political; it’s deeply personal and calls us to hold tight to the values that shape middle level education. Access the article here.
Student Voice, Unfiltered: “The Overthinker”
Jo’Anna Williams, an eighth grader, writes with raw clarity about what it means to be Black, brilliant, and constantly judged. Her piece is both an essay and a declaration—one that invites educators to rethink how they respond to student emotion and discipline. It’s a powerful reminder that student writing belongs in professional spaces, not just bulletin boards. Access the article here.
Career-Connected Advisories That Work
‘Ewa Makai Middle School in Hawai‘i is doing something extraordinary. In Creating a Multifaceted Middle, Shannon Kam and Kim Sanders detail a CTE-based advisory program that merges engineering, leadership, and SEL—all within the school day. With mixed-grade groups and real-world projects, students aren’t just “being prepared” for the future; they’re already in it. This is a must-read for schools rethinking the structure and purpose of advisory. Access the article here.
What the Best Math Teachers in High-Poverty Schools Do Differently
Tye Campbell and Jordan Green interviewed seven high-growth middle school math teachers from Title I schools in Utah. The result? A practical list of strategies that might challenge current dogma. These teachers used direct instruction, encouraged peer talk, provided “redos,” and avoided over-practicing. Their success came from balancing emotional support with rigorous data use—an approach that proves high expectations and compassion can (and should) coexist. Access the article here.
Visual Learning That Sticks
In A Visual Learning Approach to Enhance the Vocabulary Acquisition of Seventh Grade Students, A. Gayathri and S. Vijayalakshmi show how combining dual coding theory and semantic triangle theory can transform vocabulary instruction. Students who learned with visuals, realia, and gesture not only remembered more—they participated more. This research, conducted in an Indian government school, has global implications for making academic vocabulary more accessible, especially for multilingual learners. Access the article here.
Conclusion
What connects these five pieces is more than their focus on middle grades. It’s the shared belief that students—when affirmed, engaged, and seen—are capable of incredible growth. Whether you’re teaching math, designing advisory, defending student identities, or redefining how we teach vocabulary, this issue of Middle School Journal has something for you.
Want to read the full issue? If you are a dual member of CAMLE and AMLE then you get access for free! Share it with your team. Discuss it in your PLC. Let it spark action in your building. Because middle school matters—and so does everything we choose to do within it.
