▶ Mental Development

▸ Display a wide range of individual intellectual development
▸ Are in a transition period from concrete thinking to abstract thinking
▸ Are very curious and have a range of intellectual pursuits, few of which are sustained
▸ Prefer active (over passive) learning experiences
▸ Prefer interaction with peers during learning activities
▸ Respond positively to opportunities to participate in real life situations
▸ Are often preoccupied with self
▸ Are mostly interested in what is happening now. They have a hard time thinking ahead to the future, or considering the long-term consequences of              their actions.
▸ Have a strong need for approval and may be easily discouraged
▸ Develop an increasingly better understanding of personal abilities
▸ Are inquisitive about adults, often challenging their authority, and always observing them
▸ May show disinterest in conventional academic subjects but are intellectually curious about the world and themselves
▸ Are developing a capacity to understand higher levels of humor

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▶ Moral Development

▸ Are generally idealistic, desiring to make the world a better place and to become useful
▸ Are in transition from moral reasoning which focuses on "what's in it for me" to that which considers the feelings and rights of   others
▸ Often show compassion for those who are downtrodden or suffering and have special concern for animals and the environmental problems that our          world faces
▸ Are moving from acceptance of adult moral judgments to development of their own personal values, yet they tend to embrace values consistent with          those of their parents
▸ Rely on parents and significant adults for advice when facing major decisions
▸ They begin to look for role models to pattern themselves after and are developing stronger ideas of right and wrong
▸ Increasingly assess moral matters in shades of grey as opposed to viewing them in black and white terms characteristic of younger children
▸ At times are quick to see flaws in others but slow to acknowledge their own faults
▸ Owing to their lack of experience are often impatient with the pace of change, underestimating the difficulties in making desired social changes
▸ Are capable of and value direct experience in participatory democracy
▸ Greatly need and are influenced by adult role models who will listen to them and affirm their moral consciousness and actions as being trustworthy            role models
▸ Are increasingly aware of and concerned about inconsistencies between values exhibited by adults and the conditions they see in society
 

▶ Physical Development
▸ Experience rapid, irregular physical growth
▸ Undergo bodily changes that may cause awkward, uncoordinated movements
▸ Have varying maturity rates 
▸ May be at a disadvantage because of varied rates of maturity
▸ Experience restlessness and fatigue due to hormonal changes
▸ Need daily physical activity because of increased energy
▸ Develop sexual awareness that increases as secondary sex characteristics begin to appear
▸ Are concerned with bodily changes that accompany maturation, such as an increase in nose size, protruding ears, long arms, and awkward posture
▸ Have preference for junk foods but need good nutrition
▸ Often lack physical fitness, with poor levels of endurance, strength, and flexibility
▸ Are physically vulnerable because they may adopt poor health habits or engage in risky experimentation with drugs and sex
 

▶ Emotional Development
▸ Experience mood swings often with peaks of intensity and unpredictability
▸ Can be moody and dramatic and may revert to childish patterns under stress
▸ Need to release energy, often resulting in sudden, puzzling outbursts of activity
▸ Seek to become increasingly independent, searching for adult identity and acceptance
▸ Are increasingly concerned about peer acceptance
▸ Tend to be self-conscious, lacking in self-worth, and sensitive to personal criticism
▸ Exhibit concern about physical growth and maturity as profound physical changes occur
▸ Increasingly behave in more masculine ways
▸ Are concerned with many major societal issues as personal value systems develop
▸ Believe that personal problems, feelings, and experiences are unique to themselves
▸ Are psychologically vulnerable, because at no other stage in development are they more likely to encounter so many differences between                                themselves and others
▸ Have a strong need to belong to a group, with peer approval becoming more important as adult approval decreases in importance
▸ In their search for self, model behavior after older, esteemed students or non-parent adults 
▸ May exhibit immature behavior because their social skills frequently lag behind their mental and physical maturity
▸ Are beginning to see their parents as imperfect beings and may begin to chafe
▸ Experiment with new slang and behaviors as they search for a social position within their group, often discarding these new identities at a later date
▸ Must adjust to the social acceptance of early maturing girls and the athletic successes of early maturing boys, especially if they themselves are                         maturing at a slower rate
▸ Are dependent on parental beliefs and values but seek to make their own decisions
▸ Are often intimidated and frightened by their first exposure to middle school experience because of the large numbers of students and teachers and             the size of the building
▸ Desire recognition for their efforts and achievements
▸ Like fads, especially those shunned by adults
▸ Often overreact to ridicule, embarrassment, and rejection
▸ Are socially vulnerable because, as they develop their beliefs, attitudes, and values, the influence of media and negative experiences with adults and          peers may compromise their ideals and values