The last time that I was inside Walton was 1988 as I graduated from middle school. In the intervening years, I’ve driven past it many times. Walton sits remote on a small rise, with parking lots creating a buffer between the rural road and the school. While it’s surrounded by our Piedmont rolling hills, the closely mown grounds, athletic fields and parking lot make Walton feel in the country, but not of the country.
Inside, Walton has been modernized since my days of attendance — glass panels instead of the vinyl folding doors of my youth, and a bright, well-lit library. As the school was getting renovated in the summer months, Principal Dwier-Selden and I had a spirited conversation about a wide range of topics while seated in the amphitheater.
I love middle schoolers and their itchy-scratchy ways. Eleven to thirteen-year-olds are learning to be independent, developing social bonds outside of their immediate family and are capable of understanding more sophisticated concepts. Some of the perceptions and realities of middle schoolers can translate into challenges for a school. Parents may expect, and therefore inadvertently, encourage negative social behaviors. Parents may not feel as connected to the middle school as they did to the children’s elementary, particularly if their children are pushing them away as the young people assert their independence.
In addition, Walton deals with a large geographic district– students come from just outside of Charlottesville, on Avon St Ext all the way to the southernmost parts of the county near Esmont and Nelson County. Accompanying the geographic distance, there are cultural ones as well. Similar to the situation on the western side of the county, there are rural families who have generational ties to their homesteads, and families newer to the area who have settled in the developments that are part of the urban ring.
Walton, like the other middle schools in the district, does not have an afterschool program. From my time at Computers4Kids, I know that time and transportation are major barriers for students living outside of the city ring to have out-of-school activities. Many students do not get home from Walton until 5pm; their parents may not get home until 5:30 or later, and the costs in gas and time to return to town to take part in extracurricular activities are prohibitive.
Principal Dwier-Selden spoke of challenges in getting volunteers, particularly UVa students, to make the trip to tutor or mentor students. The round-trip travel time from Charlottesville to Walton is 40-60 minutes or more depending on where in Charlottesville you are.
I was struck by the energy and enthusiasm of Principal Dwier-Selden, and the students and staff at the school. Initiatives in the works include Friday night get-togethers where students can use the school for play, socializing and community-building. Parents with interest in robotics or other hands on activities will be invited to lead students in exploration– increasing exposure, but also building community within the school. Students already operate a morning coffee cart for the teachers, and manage the money and sales.
The day I was at Walton there were students taking part in summer school. They were happily building benches out of two-by-fours at the entrance. As I exchanged farewells with Principal Dwier-Selden, a young man came up to affectionately greet her with a quick hug. As I was introduced to him, he gave me a greeting squeeze. I was reminded how much middle schoolers still crave the attention and affection of their elders, even as they strive to establish their own young adult identities. That this young man felt comfortable greeting his principal and her guest in this way, indicated that he feels trust and safety in Walton and its administration.