Relationships, connection, and belonging are a crucial part of learning in middle school. Some connections occur accidentally and organically, and it is always exciting when this happens in middle school. However, in many environments, intentional design is required to create spaces for all students to feel a sense of belonging. At Edmunds Middle School, annual survey data reports that more than a quarter of our middle schoolers don’t feel a strong sense of belonging at school. This is true even more so for students who have been traditionally marginalized in society. Therefore, it is a crucial time to reimagine structures in the school day that prioritize belonging. My Rowland Fellowship will address the question: How can Edmunds Middle School reimagine equitable, asset-based opportunities for connection and belonging at school?

This proposal focuses on designing advisories for students and staff. The first part of the project involves creating experiences for all staff to be part of the advisory design process. The goal is to create a longer commitment among adults to try something new and adapt along the way. This includes defining belonging for our specific school community so we have a common understanding to work towards purposeful design. The second part of the project focuses on student involvement in designing the structure and content of advisory. The goal is to create a space of safety and trust among peers and with a trusted adult. Together as a school, we will design an advisory environment that addresses issues of community, makes our large school feel smaller, and provides opportunities for students to take the lead. This will also be a time and space for students and adults to develop meaningful relationships and to care for each other with joy and affirmation.