From research to picture book: storying sustainable and wellness-centered engagement in the middle years

Abstract

This project thesis explores declining engagement among middle-years learners and suggests how educators can respond to adolescents’ developmental needs in the age of technology, in a rural British Columbia context. Based on research related to adolescent cognitive and social development, technology use, outdoor learning, and play, this project emphasizes the importance of developmentally responsive teaching practices that nurture self-efficacy in adolescent students. The project component is a professional development tool presented as a picture book titled To see a middle Muddle: A lesson in believing. The fictional narrative follows a middle-years student and teacher as they navigate the research confirmed complexities of adolescence and schooling. Through story, the book encourages reflection, empathy, and practical application of research-based strategies among educators and caregivers. The picture book was co-created with middle-years students who contributed illustrations, reinforcing this project’s focus on student voice, capacity, and agency. The complementary educator guide supports teachers with key research findings and practical classroom strategies. This thesis argues that capturing educational research in a story can make professional learning more engaging and accessible and strengthen understanding of adolescent learners’ experiences and needs.