As parents, it can be difficult to prevent children from making their own mistakes. More often than not, parents are left with the choice to try and control their children’s behaviors or to leave their children to their own devices. This difference in parenting style can be a significant contributor to conflict in the household.

When children begin to explore who they are, relationships can be a key part of that. According to a study that was published by the, “Dating during adolescence is common. In 2011, 47% of 8th graders, 62% of 10th graders, and 66% of 12th graders reported that they ever date.”

This shows that dating and relationships become a key part of adolescence. Although, should middle-schoolers be dating? As parents, here are some reasons why you might want to be cautious about suggesting that your middle-school child start exploring relationships too early.

10 Science-Backed Reasons Why Middle-Schoolers Should Be Cautious to Jump Into Relationships

While middle schoolers may experience feelings of attraction and interest in romantic relationships, there are several reasons, supported by research studies and child development experts, to suggest that they should avoid entering into serious relationships at this age.

I spoke with Ryan Sanderson of, a website dedicated to relationships, love, and the science of people who said, “Brain development, academic performance, and social pressure things that should seriously be look at by parents.”

Brain Development: 

Research shows that the brain continues to develop throughout adolescence. Middle schoolers’ brains are still developing in areas responsible for decision-making and impulse control, making them less equipped to handle complex emotions in relationships.

Academic Performance: 

A study published by the Journal of Research on Adolescence found that early romantic involvement in middle school can negatively impact academic performance. It can lead to distractions and reduced focus on schoolwork.

Social Pressure: 

Middle school is a time of intense social pressure and peer influence. Entering into relationships may be driven more by peer pressure and conformity than genuine emotional readiness.

Emotional Stability: 

According to the American Psychological Association, middle schoolers are still in the process of developing emotional stability and coping mechanisms. They may not have the emotional maturity to handle the ups and downs of romantic relationships.

Risk of Bullying and Gossip: 

Middle school environments can be harsh, and relationships can expose young adolescents to gossip, teasing, and bullying, which can be emotionally damaging.

Early Intimacy: 

Research published by the Journal of Youth and Adolescence suggests that early dating can increase the likelihood of engaging in sexual activity at a younger age, which can have serious physical and emotional consequences.

Interference with Identity Development: 

Middle school is a critical time for identity development. Adolescents need space and time to explore their interests and develop their sense of self. Premature relationships can interfere with this process.

Parental Concerns: 

A study by the Journal of Adolescence found that parents of middle schoolers often express concerns about their children’s ability to navigate romantic relationships responsibly. These concerns are rooted in the recognition of their child’s limited life experience.

Risk of Manipulation: 

Middle schoolers may be vulnerable to manipulation and control within relationships due to their limited experience and emotional naivety, potentially leading to unhealthy dynamics.

Long-Term Impact: 

Research cited in the Journal of Youth and Adolescence suggests that early dating experiences can have long-term consequences on future romantic relationships. Rushing into relationships at a young age may lead to difficulties in forming healthy relationships later in life.

10 Healthy Ways to Talk to Your Middle-School Child About Dating

Talking to your middle-school child about dating can be an essential and sensitive conversation. Here are five ways to approach this conversation effectively:

Start Early and Maintain Open Communication:

  • Begin the conversation early, ideally before they express a strong interest in dating.

  • Create an atmosphere of trust and open communication by actively listening to their concerns and questions.

  • Let them know that they can come to you with any dating-related issues or questions without judgment.

Use Age-Appropriate Language:

  • Tailor your conversation to their age and maturity level. Middle schoolers are at different stages of development.

  • Use simple and clear language to discuss concepts like friendship, attraction, and emotional connections.

  • Avoid using overly complex or explicit language that might confuse or overwhelm them.

Discuss Healthy Relationships:

  • Emphasize the importance of healthy, respectful, and consensual relationships. Talk about what these terms mean.

  • Share examples of positive relationships and behaviors, and contrast them with unhealthy or abusive dynamics.

  • Teach them to recognize signs of unhealthy relationships, such as manipulation or control.

Set Boundaries and Expectations:

  • Help your child establish boundaries for dating, such as curfew, group vs. one-on-one dates, and appropriate physical contact.

  • Discuss the potential consequences of breaking rules or engaging in risky behaviors, emphasizing your concern for their safety and well-being.

  • Encourage them to have self-respect and assert their boundaries in any relationship.

Encourage Reflection and Self-Awareness:


  • Ask open-ended questions to encourage self-reflection, such as “What qualities do you value in a friend or potential partner?” or “How do you want to be treated in a relationship?”

  • Talk about the emotional aspects of dating, including how to handle rejection and the importance of empathy towards others’ feelings.

  • Share your own experiences, both positive and negative, to help them understand that dating involves learning and growth.