Articles

Middle School Readers Want to Be Seen

Knowing the current reality of middle school students’ lives is essential for creating engaging middle grade fiction. Accurately reflecting their language, humor, worries, and hopes promotes emotional connection and empathy. This is especially true for contemporary fiction but is similarly valuable for other sub-genres such as fantasy and science fiction—even historical fiction benefits from connecting with readers’ lives today.

Furthermore, knowledge of current trends, apps, slang, and cultural references prevents writing from feeling outdated. It ensures characters align with middle schoolers’ approach to friendships, family relationships, and the world.

Ultimately, writing authentic characters builds credibility and relevance. It strengthens plotlines and themes while giving young readers characters they can believe in and relate to, increasing a book’s impact and success.

Thus, those who write books for middle school readers benefit from periodically updating themselves on what’s happening with this age group. Although they’re not a monolithic group, and some elements of their lives are unique, many of their experiences are similar across schools and regions.

Middle School Safety Goggles advised by Jessica Speer book coverThe 2022 book Middle School—Safety Goggles Advised, by Jessica Speer, illustrated by Lesley Imgart, captures the middle school experience through thorough research and student interviews. All parents, teachers, and kids can find something in it to help them understand and cope with this challenging time. You will find hard facts, fun explanations, youthful commentary, quizzes, cautions, insights, discussion questions, activities, and more.

The 2017 book The Manual to Middle School: The “Do this, Not that” Survival Guide forThe Manual to Middle School by Jonathan Catherman Guys, by Jonathan Catherman and sons Reed and Cole, gives direct advice on how to survive middle school from a boy’s perspective. It seeks to speak to boys at their level. You’ll find real-life hacks, humorous illustrations, and survival stories. Written in the second person and accompanied by graphic novel-type illustrations, it’s frank and funny while at the same time being factually grounded.

What follows incorporates some of the observations in these books and additional considerations based upon my input and that of other writers, parents, and teachers.

FROM REAL PEOPLE TO CHARACTERS

Middle School Milieu

Schoolwork, Tests, and Grades. The difference between elementary school and middle school is huge. There are classroom changes, new people, more intense workloads, and increased testing, all of which lead to stress. In addition, there is the joy and pressure of after-school activities such as sports, music, plays, clubs, and so on. Parents, who are conscious of the coming pressures of high school, urge the development of good study skills, adding to the tension. All of this can be complicated by family problems such as divorce and/or a sick parent or sibling. And of course, there are hormones.

Physiology. Middle schoolers are at the age of puberty. This means they are awash in hormones, faced with changes to their bodies, menstrual periods, facial and body hair, and pimples. Puberty also brings moodiness, hypersensitivities, hurt feelings, tears, feelings of alienation, rejection, insecurity, jealousy, and righteousness. The effects, both physical and brain-related, can vary wildly among kids and throughout the middle school experience. Typically, there is a transition into some degree of maturity, albeit with some flashbacks into childish behavior.

Instant Judgments and Gossip. Middle schoolers are prone to making quick judgments about others. This can be a good judgment: “She looks nice.”  But it is often negative and fuels, or is fueled by, gossip: “He’s a weirdo.” Students report that these hostile or harsh judgments can be the result of insecurity, comparing themselves to others, trying to be cool or fit in, jealousy, and insensitivity to differences. If you are the recipient of it, it hurts, it’s hard to tune out, and it takes courage to ignore it and seek out positive people. Middle schoolers are brave, but they can also be frightened.

Fraught Friendships. Problems in friendships may be the greatest challenge of middle school. They cause more tears, panic, and depression than anything else. Friendship problems typically derive from change: changing interests, changing personalities, changing moods. Students report that friendships are all over the place. One day you’re friends, and the next day you’re not. Sometimes you have no idea why. It can leave you alone at the dreaded lunch table. It’s awful, but many feel it’s okay if you dump or get dumped by a bad friend.  It takes a lot of self-possession and courage to get out of a hurtful friendship. The use of “BFF” may be waning in today’s culture.

Cliques, Groups, and Peer Pressure. Cliques and groups exhibit some of the same characteristics as changing friendships. Kids can be in or out in the blink of an eye. To stay in a group, a middle schooler must conform to the group’s rules. This can include what to wear, what jargon to use, who to acknowledge, who to dis, what table to sit at in the lunchroom, and so on. Adherence to the rules of the group is policed through peer pressure. If a group member doesn’t abide by the rules, they can be shunned by the group. Still, there is nothing wrong with being in a group. Groups form naturally among friends with shared interests and can be a social space where you don’t have to be judged. They can be open to new members but are rarely free of all peer pressure. Lots of intergroup gossip, hurt feelings, and attempted mediation among friends go on, but it typically resolves itself without a member being pushed out of the group.

Popularity or Lack Thereof. An outgrowth of cliques and groups, popularity still plagues middle schoolers. However, popularity isn’t what it once was or how it is portrayed in movies. There are still groups that consider themselves at the top of the appearance, sports, and academic ladder, and they dress a certain way, act a certain way, talk a certain way, and ignore others. They often have money and the newest technology, and they project “high status.” Some experts say the sway of popularity is greater in middle school than in elementary school or high school due to the strong emotional need to connect at that age. However, these days, the average student cares less about popular kids than in the past. There is more room for individuality and specialized groupings. Popularity can be more influential in a smaller school than in a larger school since in a larger school there is more room for personal image.

Crushes and Crashes. Crushing is not universal. Not every middle schooler has a crush, while others have one after another. Some are preoccupied with rushes and who’s “going with” whom. Others couldn’t care less. Today, there is a range of what it means to “go together” or “get together.” It can be merely saying you’re together, walking around the school together, texting, exchanging phone calls, holding hands, and maybe kissing. Sometimes they do it to be cool or to conform to the expectations of their group of friends. Mostly, middle schoolers like to do things in a group. Still, a study published in the Journal of Adolescent Health reports that one in eight middle schoolers have had an encounter with oral sex, intercourse, and/or sexting (texting nude photos). This is a discomforting number, but the survey is nonetheless credible and needs to be considered. Unrequited crushes can be embarrassing if exposed by an insincere friend. The crush and immaturity can cause chaos in the preteen mind. And crushes, realized or rejected, can hurt the heart.

Phones and Social Media. Phone usage among middle schoolers is an epic pr blem. Not all kids have a phone, but they are becoming increasingly more ubiquitous. There are good reasons to have one: safety, education, communication, keeping in contact, emergencies, and school research. But there are huge downsides and many unknown risks: executive function and attention deficit, cognitive delays, impulsive reactions, and decreased ability to self-regulate. It’s a fact that families can be in a room together for hours, and a middle schooler will have their attention on the phone the entire time, missing the human interaction. When phones are restricted, kids will lie and sneak around to use them anyway. There is an undeniably addictive aspect to cell phones for kids and adults.

Social media, email, and other communications platforms are equally addictive and potentially harmful for middle school students. They steal healthy social and emotional growth time from life, leading to many of the same adverse outcomes as phones. Even more, they provide the opportunity for miscommunication, hurt feelings, and a record that never goes away. Beyond that, they can be the vehicle for contact from undesirable sources. Despite this, many kids use them (with and without adult approval), and it’s hard to ignore their existence.

Conflict and Bullying. Conflict in middle school can smolder over time or erupt in a flash. Sometimes it is attributed to the group mentality and an us-versus-them sense of division. Sometimes it’s one or two individuals with tendencies toward unkindness and cruelty. This can be psychologically damaging and physically dangerous. Sometimes, bullying behavior can be attributed to the fact that the bully is being treated that way at home, they have low self-esteem, or they don’t know how to behave appropriately. Reasons aside, the real problem in the school setting is whether the behavior is identified and addressed. The average middle school student who is bullied will attempt to ignore the conflict and may feel shamed by it. Peer support is important, and this is one circumstance where friendships and groups can play a positive role.

“Parents Don’t Understand!” As far as many middle schoolers are concerned, parents and other adults don’t know much about their world and their stresses. They think adults always approach an issue from their “old person’s” perspective. Sometimes, however, the same twelve-year-old critic regresses to younger childhood behavior and needs the comfort and understanding of Mommy, Daddy, or another significant adult. This swing in the need for an adult’s opinion or comfort can occur in seconds. Don’t blame the kids. This is attributed to hormones and the fact that at this age, kids are engaged in the awkward struggle for independence that will continue erratically for several years.

Diversity. Most middle schools are racially, ethnically, and religiously diverse—some widely, others not. A few may be all one race, religion, or gender. Mostly, the diversity in a middle school reflects the community. Younger kids can be more accepting and tolerant than adults, and middle school-age kids retain some of that natural ability. Parental influence is strong, however, and as eleven to thirteen-year-olds are beginning to develop their own unique identities, the dynamics of diversity play a role. They will mimic what is modeled for them, and feelings of discrimination will smolder. Their affiliations will be building blocks in their future.

Developing Identity. There are common themes in the life of a middle schooler. Students want to be accepted, have friends, be free of conflict, do well in their studies. Frankly, this is not unlike what adults want in their lives, but middle schoolers are struggling to achieve these goals in a sea of diverse kids with raging hormones and emotions. Not everyone experiences the abovementioned factors or matures on the same timeline. The slog through middle school to high school can hopefully bring self-respect, respect for others, trustworthy friendships, measured use of technology, accomplishment of things they enjoy, functional study skills, the ability to say no to things they don’t like, the ability to embrace things they do like, recognition of stress, and the ability to seek help. It’s a time of significant physical and emotional growth and maturity, so let’s cut middle schoolers slack. They’re eleven to thirteen years old. It’s a lot.

Anxiety. Anxiety may come about as a reaction to any of the above. It can affect physical health, emotional well-being, and social skills development. It appears in various forms and intensities and can cause students to feel isolated and stigmatized. For more discussion of anxiety identification and treatment, see: “Understanding Anxiety in Children and Teens: Anxiety is the body’s normal stress response. Learn how anxiety can be managed and treated when it becomes too much.”

Good Things. Ha! Yes, there are some. The recitation above might suggest that the entire stretch of middle school is nonstop misery. For a few, it may be, but most kids report having fun with friends, liking their teachers, loving their family, and enjoying sports and other interests. Most kids possess the skills and awareness necessary to transit this growth period, albeit with some emotional bumps and bruises.

RESOURCES

Catherman Jonathan. The Manual to Middle School: the “Do this, not that” Survival Guide for Guys. Revell. Grand Rapids. 2017. https://raisingthemready.com

Galanti, Donna. Grow Your Characters: 6 Tips to Enrich MG Characters http://www.literaryrambles.com/ 025/05/ row-your-char cters-6-tips-to-enric .html

Spear, Jessica. Illustrations by Leslie Imgart. Middle School: Safety Goggles Advised.  Familius. Reedley. 2022. http://(https://jessicaspeer.com/jessi a-speer-books/middle-school-safety-goggles-advised-2/)

Journal of Adolescent Health.  https://www.jahonline.org/ar icle/S1054-139X(05)00608-7/fulltext

“Understanding Anxiety in Kids and Teens.” https://www.mcleanhospital.org/essential/anxiety-kids-teens

© C.M. Surrisi

 

 

STEM Tuesday– Plants– In the Classroom

 

Most plants obtain their energy by converting sunlight into food, which makes them a target for hungry animals. But not all plants are defenseless. Some plants fight back, and a few even become a threat to those trying to eat them. These books explore many interesting plants and the strategies and adaptations they use to survive. They make a great starting point for nature explorations, classroom discussions, and activities!

 

Killer Carnivorous Plants (Creepy, Kooky Science)Killer Carnivorous Plants

by Nathan Aaseng 

Plants gather energy from the sun and turn it into leaves, flowers, fruit. Animals, who can’t produce their own food, eat the plants. But what happens when you turn the food chain upside down? When the plants are the hunters and animals the hunted? In this book you’ll meet sticky traps, trigger traps, and pits of death. There’s also a handy survival manual for carnivorous plants.

 

Classroom Activity – Build a Carnivorous Plant Model

How do carnivorous plants trap animals and insects? Divide students into small groups. Assign each group a type of carnivorous plant trap mechanism, such as snap traps, pitfall traps, and sticky traps. Each group should research their assigned trap and the plants that have it. Using classroom craft supplies such as paper, cardboard, string, and glue, each group should design a working model of their plant trap. When all models are completed, each group of students can share what they learned about the trap and demonstrate their model for the class.

 

When Plants Attack: Strange and Terrifying PlantsWhen Plants Attack: Strange and Terrifying Plants

by Rebecca Hirsch

Beware the killer plants – the leaves that sting, the jaws that trap. This book, not for the faint-of-heart, is the perfect read for kids who want to know about the bird-catching plant, vampire vines, and corpse flowers.

 

 

A Deathly Compendium of Poisonous Plants: Wicked Weeds and Sinister SeedsA Deathly Compendium of Poisonous Plants: Wicked Weeds and Sinister Seeds

by Rebecca Hirsch

For older readers, Hirsch has an engaging, conversational, almost conspiratorial, text invites the reader on an exploration of the “science, history, and true crime coverage” of fourteen poisonous plants, seeds, and fungus found around the world. Gorgeous taxonomic illustrations, photos, and “Deadly Details” sidebars help highlight some innocent and more sinister encounters with these plants.

 

Classroom Activity – Design Your Own Deadly Plant

Nature has created many deadly plants. Now, it’s your turn! Students should use their imagination to create a poisonous or carnivorous plant. Write a description of the deadly plant and include the following details:

  • Where does the plant grow?
  • How does it trap or poison prey?
  • What adaptations does the plant have?
  • What animals or humans should avoid the plant?

Students can draw a picture, create a model, or build a representation of their deadly plant creation and present it to the class.

Classroom Activity – Poisonous Plants Safety

What poisonous plants live in your community? Have students select a local poisonous plant to research, individually or in small groups. With the information they learn, students should prepare a public safety announcement to warn people about the dangers of the plant. They can make a safety poster, film a commercial, or make a PowerPoint presentation warning about the local poisonous plant. The warning should include information about where it is commonly found, how to identify the plant, symptoms that occur when one comes into contact with the poisonous plant, and first aid tips.

 

Andy Warner's Oddball Histories: Spices and Spuds: How Plants Made Our World (Andy Warner's Oddball Histories, 2)Oddball Histories: Spices and Spuds: How Plants Made Our World 

by Andy Warner

From trees to rice, tea to spice, plants are central to our day-to-day lives. In graphic novel-style, this book explains how plants, from corn to potatoes, shaped human history. First, a grounding in plant essentials: photosynthesis, food web, and a fun graphic table of contents. Chapters focus on wood and wheat, tea and tulips, potatoes, peppers, cotton, corn, and rice.

Classroom Activity – What If Plants Disappeared?

Plants have had an integral role in Earth’s history. Animals and humans have relied on plants for food, shelter, and more. But what if plants disappeared from Earth? What impact would it have on ecosystems, animals, and humans? Conduct a group discussion or have students write a brief essay on the significance of plants to ecosystems and human life. Have them think about what life would be like without plants.

 

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Carla Mooney loves to explore the world around us and discover the details about how it works. An award-winning author of numerous nonfiction science books for kids and teens, she hopes to spark a healthy curiosity and love of science in today’s young people. She lives in Pennsylvania with her husband, three kids, and dog. Find her at http://www.carlamooney.com, on Facebook @carlamooneyauthor, on Instagram @moonwriter25 or on X @carlawrites.

Author Spotlight: Katie Kirby

Today, let’s give a hearty Mixed-Up Files welcome to Katie Kirby, the author/illustrator of The Extremely Embarrassing Life of Lottie Brooks. The novel, first published in the U.K. in 2021 and praised by Kirkus as “a funny and reassuring reminder that no matter how great Plan A seems, sometimes Plan B turns out to be better,” is now available from Random House in the U.S.

Lottie Brooks: A Summary:

Lottie Brooks is 11 ¾ and her life is already officially over. Not only is she about to start secondary school without any friends or glamorous swooshy hair, but she’s just discovered she’s too flat-chested to even wear A BRA! She might as well give up now and go into hibernation with her hamsters, Sir Barnaby Squeakington and Fuzzball the Third.

Lottie navigates the perils of growing up in this fantastically funny new illustrated series for pre-teens filled with friendship, embarrassing moments and, of course, KitKat bars.

Q&A with Katie Kirby

MR: Welcome to the Mixed-Up Files, Katie. Huge congrats on the U.S. publication of Lottie Brooks!

KK: Thank you so much! I’m very happy to be here and very excited to be bringing Lottie to America. I think she’s going to love it!

Welcome to America, Lottie!

MR: Although Lottie Brooks is new to American readers, the series is wildly popular in the U.K. (The eighth book in the series came out in the U.K. yesterday.) You even have Lottie merch, including T-shirts, totes, and sweatshirts, and mugs. What is it like to experience this kind of success following a debut? It must be pretty heady, right?

KK: To be honest with you, it’s completely mind blowing! With the first Lottie book, I just wrote something I would have enjoyed reading when I was Lottie’s age – I had no idea it would resonate with so many readers. But I’m obviously very chuffed it has, and even more chuffed that I get to say my job is being an author!

Lottie Brooks: The Inspiration

MR: What inspired you to write Lottie Brooks? I have a feeling, but I don’t want to be presumptuous. 🙂 

KK: I was a big reader when I was younger and I particularly loved books that reflected how I was thinking and feeling – Judy Blume was my number one fave! She put into words all the things I couldn’t say out loud, and that really helped me through those tricky tween and teen years. With Lottie, I’ve tried to do the same thing.

MR: And you’ve succeeded. I too am a HUGE Judy Blume fan (check out my love letter to Judy here), and I definitely picked up on the influence Judy’s writing had on your book, particularly her 1970 classic, Are You There God? It’s Me, Margaret. Both Margaret and Lottie are obsessed with bras and breast growth! 

As a follow-up, did you always envision Lottie Brooks as a series?

KK: My first book deal was for two books, so a series was always on the cards, but of course I had no idea how it would be received. Now I’m writing Book 9 and have no plans to stop!

Dear Diary…

MR: Lottie Brooks is written in diary form. What informed this stylistic decision? Did you keep diaries as a child?

KK: Funnily enough, I actually started writing the book in chapters but felt it wasn’t working quite as well. I feel like diaries lend themselves well to humor, and when I switched to that format it clicked. I also love that in a diary the protagonist can just mainly dump their innermost thoughts and feelings.

And yes, I kept diaries on and off when I was younger. They are very cringeworthy to read now, but I’m also very glad I have them – so many memories!

Portrait of an Artist

MR: In addition to writing the novel, you created the illustrations. What was the process like for you? Did you do both at the same time or add the illustrations later? Also, how does being an artist influence your writing—and vice-versa?

KK: I love doing the illustrations. I feel they add real comedy value and are often the punchline to a scene/entry. I really don’t think my books would be the same without them.

In terms of the process, I used to do the illustrations at the same time as the text, but as deadlines have got shorter, I now tend to do most of the text first and mark out places where I’ll add illustrations later on.

I love that you refer to me as an ‘artist’ but I’m not sure stick people really count – ha ha! Thanks though 😊

By Popular Consensus

MR: An overarching theme in the book is popularity. In fact, the drive to be popular causes Lottie to turn her back on her new friend at school, Jess. Why do you think tweens behave in a way that doesn’t align with their values, just to fit in? Also, is this a theme you explore in your other Lottie books?

KK: I think tweens often do feel really pressured to be popular and that being popular is the key to being happy–but that’s not the way it really works, and Lottie learns this the hard way. Her friend Jess is unapologetically herself and doesn’t care what people think of her. Don’t we all wish we could be more like Jess!

Friendships, high school hierarchies, and mean girls are common themes across the series. I won’t give too much away, but Lottie goes on a real learning journey.

The Perils of Puberty

MR: Puberty is handled in a sympathetic yet hilarious way. Lottie’s family even throws her a “pubic-hair tea party” to celebrate Lottie’s first hair. Was your experience as a prepubescent similar to Lottie’s? Also, what advice would you give to 12-year-old Katie?

KK: LOL – the pubic hair tea party, I certainly didn’t get one of those!! I remember my mum giving me factual books on puberty, but we didn’t really talk about it much. I wish we had, as I think that would have made it feel much less awkward and embarrassing.

I would say to myself at 12 – don’t be ashamed as your body changes, it’s all perfectly normal and happens to everyone, and don’t worry, you won’t be flat-chested forever!

Publishing Across the Pond

MR: As above, this book was first published in the U.K. in 2021 and has been adapted for an American audience (i.e., Lottie says “Mom” instead of “Mum,” and “chips” instead of “crisps,” etc.) Were you involved in this part of the publishing process? If so, what was it like?

KK: I got to approve all of the changes, but to be honest, I largely left it in the very capable hands of my editor! I was very happy for her to make any changes that would make the book work better for U.S. readers.

Blogger-Turned-Children’s Author

MR: Prior to writing the Lottie Brooks series, you were a blogger. (Katie’s popular parenting blog, Hurrah for Gin, was adapted into a best-selling book.) What prompted your decision to write for children?

KK: That’s a blast from the past! I had always loved writing, hence the blog, and my UK publishers came across it and felt like the style would work well for children, too. I guess on reflection it was kind of silly and immature. Anyway, they asked me to give it a try, and hence Lottie was born!

Plotter or Pantser?

MR: What is your writing process like? Do you have a specific routine or word-count goals? Any writing rituals? Also, are you a plotter or a pantser?

KK: I’m a PANTSER in capital letters, but I really wish I could say I was a plotter, as surely that would make my life less stressful?! Sometimes I have no idea where a book is going to go when I start writing it. I also get bored quickly so write scenes from the middle or end and then have to fit them all back together like a complicated jigsaw. It’s a real headache!

MR: Finally, what’s next on your writing agenda, Katie? Would you mind sharing a bit about your latest project?

KK: I can’t share too much as obviously I’m writing quite far down the line in Lottie’s adventures, but I will say there is PLENTY of drama and embarrassing moments in store for poor Lottie!

Lightning Round!

MR: Oh! One last thing. No MUF interview is complete without a lightning round, so…

Preferred writing snack? Corn-based crisps (or chips as you’d say!). I don’t think you have Monster Munch, so I’ll go with Cheetos.

MG authors that inspire you? Judy Blume – My OG writing hero!

Coffee or tea? Coffee – I hate tea, which is not very British of me!

Zombie apocalypse: Yea or nay? Nay – I’d be dead in 30 seconds.

Superpower? The ability to pause time. Think about the clever comebacks!

Favorite place on earth? This is cheesy – but home.

You’re stranded on a desert island, with only three items in your possession. What are they? Suncream, water, and an inflatable flamingo.

MR: Thank you for chatting with me, Katie—and congratulations on the publication of The Extremely Embarrassing Life of Lottie Brooks. I thoroughly enjoyed it, and I know MUF readers will too.

Bio

Katie Kirby is a writer and illustrator who lives by the sea in Hove, England, with her husband, two sons, and dog Sasha. She has a degree in Advertising and Marketing and after spending several years working in London media agencies, she started a blog called Hurrah for Gin, which was adapted to a best-selling humorous parenting book. Katie likes gin (obviously), rabbits, over-thinking things, the smell of launderettes, and Monster Munch. The Extremely Embarrassing Life of Lottie Brooks is her first novel. Learn more about Katie on her website and follow her on Facebook and Instagram.

Author Melissa Roske smiling and signing a book at a bookstore event. She is seated at a wooden table in front of bookshelves, wearing a sleeveless purple dress.

Melissa Roske is a writer of middle-grade fiction. Before spending her days with imaginary people, she interviewed real ones as a journalist in Europe. In London she landed a job as an advice columnist for Just Seventeen magazine. Upon returning to her native New York, Melissa contributed to several books and magazines, selected jokes for Reader’s Digest (just the funny ones), and received certification as a life coach from NYU. In addition to her debut novel Kat Greene Comes Clean (Charlesbridge), Melissa’s short story “Grandma Merle’s Last Wish” appears in the Jewish middle-grade anthology, Coming of Age: 13 B’Nai Mitzvah Stories (Albert Whitman). Learn more about Melissa on her Website and follow her on  TwitterFacebook, and Instagram.