Advisory as a space for nurturing critical consciousness in middle grade students

Purpose Drawing on critical consciousness theory and adolescent development, this study explores how curriculum, teacher practices and classroom culture contribute to students’ critical reflection, critical motivation and critical action in a middle school advisory setting. The study aims to understand how educators support students’ intellectual, emotional and relational development to foster critical consciousness during early adolescence. Design/methodology/approach This qualitative study draws on interview and observational data from five diverse US middle schools implementing a relationship-focused advisory program. Data sources include interviews with 36 teachers and 53 students, ethnographic field notes from advisory observations and researcher notes from professional learning community meetings. Teachers participated in a yearlong community of practice focused on fostering students’ critical consciousness. Data were analyzed thematically using both theory-driven and inductive coding to identify patterns in how advisory supports students’ development of critical reflection, motivation and action related to racism and equity. Findings Findings show that middle schoolers demonstrate a developing readiness to engage with systemic issues through scaffolded, developmentally appropriate conversations. Students and teachers emphasized the importance of gradual progression, peer interactions and supportive classroom cultures. Students described increasing empathy, critical reflection and agency as they moved from self-awareness to social awareness. Teachers noted the role of trust, relationship-building and identity-responsive practices in fostering meaningful dialogue. Together, these findings highlight how advisory programs can create the conditions necessary for students to navigate difficult conversations and cultivate critical consciousness. Originality/value This study adds to research on adolescent critical consciousness by centering middle school as a pivotal developmental window. It highlights how scaffolded curricula, supportive classroom cultures and peer interaction cultivate students’ readiness to engage in systemic conversations about racism. The study underscores the role of vicarious experiences and emotional feedback in building students’ confidence. It also provides practical implications for advisory design and professional development. The findings are especially relevant to educators seeking to integrate identity-responsive, equity-focused teaching in early adolescence.