At-risk students

An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. The term 'at-risk' came into use after the 1983 article 'A Nation at Risk,' published by the National Commission on Excellence in Education. The article described United States society as being economically and socially endangered. At-risk students are those students who have been labeled, either officially or unofficially, as being in danger of academic failure. In the U.S., different states define 'at-risk' differently, so it is difficult to compare the varying state policies on the subject. Students who are labeled as 'at-risk' face a number of challenges that other students do not. According to Becky Smerdon's research for the American Institutes for Research, students, especially boys, with low socioeconomic status (and therefore more likely to be labeled 'at-risk') show feelings of isolation and estrangement in their schools. Educational philosopher Gloria Ladson-Billings claimed in a 2006 speech that the label itself actually contributes to the challenges. Her view is that, 'We cannot saddle these babies at kindergarten with this label and expect them to proudly wear it for the next 13 years, and think, 'Well, gee, I don't know why they aren't doing good.'' Youth that come from low socio-economic status are more likely to be labeled “at-risk.” Impoverished environments can create several risk factors for youth, making them increasingly vulnerable to risk-behaviors and impacted life outcomes as they grow. Growing up in poverty is associated with several risk factors, including those social-behavioral (for example substance abuse), environmental (violent neighborhoods), ecological, and familial (exposure to psychological imbalance). These risk factors are shown to have negative correlations with academic achievement, and positive correlations with problem behaviors. Youth living in households with income under 50% of the federal poverty level are those most vulnerable. Growing up in a stable two-parent household is associated with better health, academic achievement, and social skills like healthy interaction with peers. Studies have shown changes in structure, such as parental divorce, co-habitation, and remarriage, have strong negative relationships between multiple transitions and academic success. Children who are exposed to domestic violence, criminal activity, or substance abuse have a much higher chance of long-term behavioral problems, such as alcoholism and drug abuse and mental health problems. Schools can place students “at-risk” by leaving them without academic skills and preparedness. School environments can often be places of struggle for many adolescent youth. Bullying in particular is likely to lead to student disengagement putting students at risk for behavioral problems and school dropout. High poverty neighborhoods are often characterized by high crime rates, limited resources, and underperforming schools. Schools with fewer resources are more likely to be associated with poor academic outcomes. Fewer resources means low teacher student ratios, low student spending, and lower overall academic performance. These neighborhoods often lack the resources needed to help youth overcome risk factors. Minority youth, particularly African-Americans and Latino youth, face many barriers to self-sufficiency that white and Asian students are less likely to face. Racial discrimination often leads to violence, bullying, and also hinders youth employment opportunity. African-Americans and Latinos are more likely to live in high poverty environments characterized by underperforming schools with limited resources and therefore have a higher chance of academic failure. Immigrant youth also face several challenges with adapting to the culture and experience intensified problems such as language barriers and legal battles. To much surprise of the general public in recent years social scientists* have realized that it is not simply the minority youth who are at risk, but also affluent youth who come from privileged homes (educated parents beyond college, upper middle class living). “America’s newly identified at-risk group is preteens and teens from affluent, well-educated families,' writes Madeline Levine, author of the 'Price of Privilege.' She goes on to say, 'In spite of their economic and social advantages, they experience among the highest rates of depression, substance abuse, anxiety disorders, somatic complaints, and unhappiness of any group of children in this country…. These new findings should in no way minimize concern about those children traditionally considered to be at risk. Rather it should open our eyes to the fact that money, education, power, prestige, and material goods offers no protection against unhappiness or emotional illness. We need to seriously examine the culture of affluence—what it values, what it neglects, and what it disparages—to find clues to the disrepair of so many of its children.” What we have always assumed to be a problem of poverty, has now become a problem of the privileged, as well. While grades in school may not always be a symptom, other issues such as substance abuse, delinquency, and mental issues may surface in these new 'at-risk' youth.