Freshmen Reflect on How Their Middle School Experiences Shape Their Time at Walls

​​This past August, around 150 freshmen from middle schools across the District of Columbia, Maryland, and Virginia began their educational journeys at School Without Walls. In a recent Rookery poll answered by 27 freshmen, students reflected on how their middle schools prepared them for Walls.

Several common themes emerged from the students' responses: their transition was impacted by the workload, the teachers, and the increased independence.

Regarding the workload, nearly all freshmen agree that the amount of homework at Walls exceeds their middle school assignments. Jasper Kaplan ('28), who attended Oyster-Adams Bilingual School, said, "In my middle school, we used to get only 15 to 30 minutes of homework a day, and now at Walls, we’re getting one to two hours a day. So, it’s definitely a big step up." Fabia Alam ('28), who attended School Without Walls at Francis Stevens, said, "I don’t think my middle school prepared me for this amount of work." This contrast in workload seems to be the most challenging adjustment freshmen have to make.

Although the work at Walls can be challenging, freshmen are learning how to manage their tasks. Regarding homework, Alam commented, "[It] made me realize that I can’t keep procrastinating." Kaplan said, "I feel like I’m working more efficiently now. It was difficult at first, but now I’m starting to get used to it."

When seeking academic help, students find teachers to be a good source of support. From multiple freshmen perspectives, the teachers at Walls are stricter yet more encouraging. Penelope Hoppes ('28), who attended Burgundy Farms Country Day School, said, "You can always go to the teachers for help." Miles Benequista ('28), who attended Alice Deal Middle School, said, "The teachers have higher expectations for everyone," but added, "That pushes everyone to do better." Daphne Raviv ('28), who also attended Alice Deal Middle School, added, "The teachers here challenge us more but also care more and offer a lot of resources if we need help."

Overall, the teachers at Walls appear to be more caring and encouraging than their middle school counterparts.

From unassigned seats in class to open lunch, freshmen feel more independent after coming to Walls. Alam finds this new independence freeing. He said, "I don’t have to rely on others; it’s mostly all dependent on me." Lorena Diamond ('28), who also attended Oyster-Adams Bilingual School, said, "It also gives us a strong sense of responsibility." This new self-reliance seems to be a positive development in these Penguins' high school experiences.

Overall, while the transition to Walls might have been tough at first, regardless of middle school, students are finding their way.