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Abstract

Adolescents have a unique perspective on their own development. However, educators have not fully considered the role of students’ meaning making in the provision and receipt of school-based supports. To address this gap, this article draws on photographs and in-depth interviews that explore urban middle school students’ experiences with learning supports. The findings suggest that students seek learning supports that provide them with agency, nurture a sense of trust, and allow for opportunities to help others. This article suggests recommendations for the practice and research of learning supports, including involving students more fully in support processes.

Keywords

middle school programs adolescent academic achievement urban education minority academic success school counselors school effectiveness youth development

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“Can I Trust You With This?” Investigating Middle School Students’ Use of Learning Supports

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