Learning Environments Action Research Network (LEARN)
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Source: Pearrow, M., Walker, W., Battal, J.S., Daniels, B., Kaye, A., & Ervin, A. (2025). The impact of student and school factors on early adolescent behavioral health: Exploring the urban middle school context, Middle School Journal, 56, 11-22, https://doi.org/10.1080/00940771.2024.2426435
Criteria for selection: The study underscores the need for equitable, bias-aware behavioral health practices in schools. Restructuring middle school environments to better meet students’ developmental and emotional needs is critical. Peer reviewed article.
LEARN Brief and Infographic Credits: Dr. April L. Mustian, Dr. Jeannie Haubert, Ashlea Sovetts, MFA
This study examined universal behavioral health screening data (teacher report) from 4,234 middle school students in Boston Public Schools to understand patterns of behavioral health needs and the influence of demographic and contextual factors. The researchers found that middle school students (grades 6-8) were consistently rated as having higher levels of behavioral concerns and lower adaptive skills compared to both elementary and high school students. The study revealed significant disparities across demographic groups, as race and ethnicity, gender, and special education status were all significant predictors of screening outcomes. Black male students receiving special education services showing the highest risk ratings across all behavioral measures.
The research also examined how school configuration affects student outcomes, finding that students in dedicated middle schools (grades 6-8) and secondary schools (grades 6-12) had more elevated behavioral concern ratings than students in K-8 schools. The authors emphasize that these findings should not be interpreted as problems inherent to students, but rather as reflections of systemic inequities, implicit bias in teacher ratings, and structural challenges within middle school environments that may inadequately support students during this critical developmental period.
The authors suggested several considerations that districts and schools might consider to best support this specific student population. For instance, the authors recommended regular review of screening data for evidence of bias should inform ongoing ratings, and students and families should be authentically engaged in critical reflection on school climate and systemic supports to advance transformative research and practice. Additionally, the authors noted that district leaders should consider the impact of most grades 6-8 structures in that student begin moving frequently between classrooms, giving them less with a greater number of teachers. This complex schedule might make more challenging the ability to establish strong student-teacher relationships and lessen the ability of schools and teachers to recognize and meet students’ individual needs.
1. Middle school represents a critical intervention window: Students in grades 6-8 consistently show elevated behavioral health risks compared to other grade levels, with nearly half of 7th graders rated with concerns on social and academic functioning scales, indicating this developmental period requires intensive support.
2. School structure matters for student outcomes: K-8 school configurations appear to provide better support for middle-grade students than traditional 6-8 or 6-12 configurations, likely due to stronger student-teacher relationships and more gradual transitions between elementary and secondary models.
3. Screening data reveals systemic inequities: The disproportionate risk ratings for Black students, males, and special education students reflect broader systemic issues including implicit bias, structural racism, and inadequate resources rather than individual student deficits.
