Engaging Middle Schoolers With Stories That Matter To Them

The transformative process of gaining and taking ownership of listening goals in middle school is a huge feat.

When I think back to my middle school years, cringe is the first word that comes to mind. It was a delightfully awkward period of my life that I, thankfully, can laugh about now. As a middle schooler, I was overwhelmed with the reality that I cared, maybe a bit too much, about the opinions of others. It was an era of figuring out how to be independent (when I was not), how to plan for the future (when I was consumed with current trends), and how to be cool (when I’m content with the fact that this will never occur).

The years of middle school did, in spite of their gangly, thorny facade, hold a depth that took me far too long to recognize and appreciate as an adult and speech therapist. Some of the most profound and insightful comments have come from middle schoolers, typically hidden beneath thinly veiled sarcastic quips. These comments have shaped howt I approach sessions with individuals with hearing loss to this day - young and old.

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For any millennials, you’ve almost certainly heard the term Neville Longbottoming. I’m no stranger to this phenomenon (see photo evidence above), which is at the very heart of the middle school years.

Adolescence thrives in and through metamorphosis. Middle school is a formative time when the focus shifts from self-centeredness to caring about the opinions of others outside of an immediate sphere of influence. Of course, this can swing a little further than it should, which is all a part of growth.

As an adult, I can appreciate how my parents toed the line of stepping in to prevent bullying, but also allowed me to address my own battles. It was no easy task to be sure. Speaking with them now, they mention circumstances that frustrated them to no end, but curiously didn’t bother me at all in my formative years. Even though they did a great job, their perspective was different from my own, which is noteworthy and leads me to my first point.

How does your student feel about their hearing equipment?

Depending on the student, this may take more than one session. I’ve found that I have to keep my own preconceived ideas about what I would want given the circumstances in check.

I’ve worked with some students who are neutral about their hearing equipment, some who are excited, and some who don’t like elements of the equipment but are unsure of how to communicate this to their parents or peers.

This step is important because it guides how to work with each student. If a student likes their hearing devices, but doesn’t like the uncertainty that comes with questions about the equipment from their peers, how can we help them communicate their knowledge in an empowering way?

Pro-tip: one of my colleagues suggests creating a PowerPoint or video together where the student researches their hearing equipment and audiogram - which I think is great!

At the end of the day, without knowing their feelings towards the equipment and the level of their hearing loss, it’s difficult to establish rapport, build trust, and take steps toward putting the ball in their court. 

Okay, now you know how your student feels about their hearing equipment. Time for the next step.

How does your student feel about therapy?

Wait, wait. Do you mean a middle schooler might not like my therapy? I’m so fun! I plan such great activities! I’m hilarious.

Cool cool. Get ready to wilt when your middle school student gives you a blank stare when you make the greatest joke of your life. It’s happened to me, and let me tell you, it’s not fun. At the end of the day, all of the planning and *good vibes* don’t matter if your student isn’t motivated to come to therapy in the first place.

Why wouldn’t they be motivated? Oh, I don’t know. Maybe your therapy session is stopping them from doing things that, let’s face it, are way more interesting.

Yeah, I said it. There’s your answer, though. If therapy is boring with a capital B, what isn’t? What brings light to their life? What makes them smile? What is important to them?

Some students may or may not be willing to share what they care about. This is where it is important to build rapport and gain trust first. It’s also a great opportunity to chat with parents and caregivers about what their child’s interests are to include them in the therapeutic process.

If it’s still challenging, using videos and songs (with parental discretion) to facilitate conversation can be a great way to start. Be present and take their thoughts to heart, because what they think will directly impact how they interact with their diagnosis and the therapeutic process as a whole.

This leads me to my final point.

Listening is for learning, and listening is also for enjoyment.

One of my favorite things to do in middle and high school was to read aloud to my younger sister. I read the entire Harry Potter series (see Neville Longbottom reference above), including character voices and the best British accent I could muster. There are so many incredible middle-grade and young-adult novels that are full of rich vocabulary and enthralling stories. A few of my favorites are The BFG, The Trumpet of the Swan, The Magician’s Nephew, and The Girl Who Drank the Moon.

Does your student have a favorite series they can’t put down? Great! Read it. Even better, listen to it or listen to it in a challenging, noisy environment to get a sense of what listening is like for your student.

If your student cares about Harry Potter, find chapters and paragraphs to practice listening for details. If they can’t get enough of Diary of a Wimpy Kid, seek out new vocabulary words and practice filling in appropriate synonyms. If they’re a Percy Jackson fan, learn about Greek Mythology. The opportunities are endless.

Similarly, see if your student enjoys poetry. No need to ask; they almost certainly enjoy it, even if they don’t realize they do. Poetry exists in lyrics. Figure out their favorite musical artist and practice listening to song lyrics (again, with parent discretion). Who don’t we talk about? Oh yeah, Bruno. Are we ever getting back together? No, Taylor we are not. Who is the Phantom of the Opera? Okay, maybe that last one was only me as a twelve-year-old.

Stories shape who we are, and finding the tales, lyrics, and worlds that captivate your students will show them the beauty of storytelling through listening. Listening isn’t simply for learning; it’s for enjoyment, too.

Now get ready to have a blast ‘cause middle-schoolers are awesome.

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