Many at-risk students face obstacles that prevent them from succeeding in school, or make success much more challenging. It is vital that educators work with families, community resources, and school counselors to identify at-risk students and address their physical, emotional, and mental needs so students have opportunities to learn and grow in a safe and supportive environment.
According to the American Psychological Association, at-risk students face a variety of critical roadblocks to success. Some of these roadblocks include problems at home that include parents that have emotional problems or addictions which include drug and alcohol abuse; still others face neglect from parents that are not home and therefore not able to attend to their children’s needs (DeAngelis, 2012, 46). Other risk factors among students include students that change schools often or more often (GAO, 2010). Studies suggest that changing schools may be associated with many factors including foreclosures, homelessness and recent economic downturns (GAO, 2010). According to national survey information, students in K-12 that changed schools four or five times from K-8 were more likely to drop out later in schools, and were more likely to come from low-income families, or require special education resources (GAO, 2010). The results of surveys also showed that student’s that changed schools frequently also had lower standardized test scores suggesting changing schools may affect a student’s ability to retain information or keep up with other students. Identifying these students may be a key factor toward helping these students and their families succeed, by addressing the challenges their families face, and assisting students to stay on top of classes if changing schools is absolutely necessary for their families.
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"At-Risk Students: Changing Needs".
Despite clearly defined trends, many schools are not always attentive to the needs of at-risk students. Many schools are overburdened with administrative concerns, and facing budgetary cuts, thus are often unable to meet the demands of students, particularly at-risk or low-income students that require increasing support, particularly emotional support to cope with absent parents or parents facing their own emotional problems. Despite this, there are still ways that schools can help students succeed (Erford, 2007). Some of the simplest measures that schools can take to help students is by identifying their needs, and providing families with resources to address their needs including external support agents that can provide additional funding and support. External agencies can provide support for families with special education needs, families that require parental counseling, families that need nutritional support, and families that require housing and other needs. Failure to provide students with the necessary supports can result in barriers that prevent students from succeeding in school; this can lead to problems including higher than average dropout rates, student developmental decline, increased risk for depression, suicide, and other problems, and failure to thrive outside the school environment (DeAngelis, 2012). Further, students that fail to get the support they need are less likely to get a proper education, less likely to get jobs, and more likely to rely on funding that may or may not be able to assist them as they become adults, with children facing the same or similar needs as they get older.
Empowering students is the key to changing the endless cycle that many at-risk students face. Models that empower students to succeed, and provide them with physical, mental, and emotional support allow students to set goals, obtain valuable resources, and often even provide families with additional supports so families can work together to support student learning. The student counselor plays an important role in this process, helping to identify at-risk students, participating in early intervention programs, and sharing information with parents and administrators about community resources that may be available to help students and families that are most at-risk.
- DeAngelis, T. (2012). Helping at-risk Students Succeed. American Psychological Association. 43(20):46. Retrieved November 5, 2013 from: http://www.apa.org
- Erford, B. (2007). Transforming the School Counseling Profession (3rd Edition). Pearson Merrill/Prentice Hall.
- GAO. (2010). K-12 Education: Many Challenging Arise in Educating Students Who Change Schools Frequently. GAO-11-40. Retrieved November 6, 2013 from: http://www.gao.gov
