At risk students exhibit different characteristics, and this means that they belong to a varied group. For instance, one student with learning disabilities could have reading difficulties, while another one could find it hard to express themselves in writing. Disabilities may also range from mild to severe, and individuals’ coping skills differ as well. In essence, there are no universal solutions to the problems which at-risk students face (Chambers et al., 2020). Therefore, it is upon the stakeholders to come-up with individualized approaches to help particular students to deal with issues derailing them.
Indicators of Youth At-Risk and Associated Behaviors
Students with learning disabilities tend to blame teachers for their failing grades. If the child is also refusing to attend school, they could be bullied as well. Students facing these challenges often experience ADHD, and hence, cannot concentrate satisfactorily (Chambers et al., 2020). Those whose difficulties escalate into depression tend to perceive themselves as failures. A significant number of them can engage in drug and/or alcohol abuse to overcome the haunting misery (Lasky-Fink et al., 2019). By the time one has become suicidal, all hope is lost and they see death as the only way out.
Youth Development Philosophies
Addressing the issues that hinder academic success necessitates a holistic approach that brings together the school fraternity as well as the community the student retires to at the end of their school day. Addressing the issues which trigger a problem is better than trying to repair any damage caused (Maynard et al., 2015). Some of the problems students have at school emanate from their experiences at home (Lasky-Fink et al., 2019). Therefore, parents and other members of the community have a responsibility to inspire a sense of belonging so that these individuals feel valued and appreciated.
Stakeholder Engagement Program
The suggested measures would have a significant influence towards increase of the students’ cognitive and social competence, as well as their morality. These are the foundations upon which vocational competence would be facilitated (Chambers et al., 2020). Indeed, individuals’ educational aspirations and their hope to be gainfully employed in the future may not come about if their reasoning is hampered. Social skills are important as they enable one to be assertive or request support where necessary (Maynard et al., 2015). Therefore, overcoming the risks calls for a multi-pronged approach that assembles all the main stakeholders in the student’s life.
References
Chambers, D., Scala, J., & English, D. (2020). Promising practices brief: Improving student engagement and attendance during covid-19 school closures. Insight Policy Research. Web.
Lasky-Fink, J., Robinson, C., Chang, H., & Rogers, T. (2019). Using behavioral insights to improve truancy notifications: Faculty research working paper series. Harvard Kennedy School. Web.
Maynard, B. R., Heyne, D., Brendel, K. E., Bulanda, J. J., Thompson, A. M., & Pigott, T. D. (2015). Treatment for school refusal among children and adolescents: A systematic review and meta-analysis. Research on Social Work Practice, 28(1). 56-67.