“Navigating this relationship” balancing expectations and acceptance as a middle school teacher

Purpose In 2022, a study was conducted in a Canadian school division exploring the perceptions of classroom teachers in middle schools. This study invited middle school teachers to be individually interviewed in order to better understand what makes them successful at positively connecting with middle-aged students and helping students become engaged in their classrooms and schools. Design/methodology/approach The participants (n = 4) who consented to participate in the study all had taught in middle years for a minimum of ten years. The participants met individually with the author via Zoom and provided many unique and creative practices in which they attempted to achieve positive connections with their students. The researcher and research assistant first reviewed the transcripts independently and then came to a consensus on common themes/highlights. For investigator triangulation purposes, the themes were sent to participants to review and comment on. Findings One key theme of the study was that participants believed that academic expectations are important, but it is essential that all students feel accepted in the classroom, even if they are not necessarily successful at the school work. This article examines specific ways in which participants balanced having academic expectations for their students while also accepting them as they are. Originality/value I believe this article's findings have originality and value as it explores ways in which teachers intentionally balance holding their students in high regard while also accepting that they are still young and apt to make mistakes.