Hallways paved with good intentions: Analyzing rules and procedures in non-classroom middle school spaces

Abstract

Non-classroom school spaces such as cafeterias, hallways, and locker rooms have complex structures that require analysis to maintain or improve school climate. Middle level educators are encouraged to observe, question, and evaluate rules and procedures to ensure these spaces are safe and socially just. Educators should work to view these spaces through student-centered lenses, trust student perspectives regarding these spaces, and define vague terms used in stated rules and procedures of these spaces. Middle level educators are encouraged to employ their experiences as young adolescents, conduct observations, ask critical questions, and interact with students and other professionals when analyzing non-classroom school spaces.