Which students are at risk

For example, states, districts, research studies, and organizations may create at-risk definitions that can encompass a broad range of specific student characteristics, such as the following:. For example, attending a low-performing school could be considered a risk factor. If a school is underfunded and cannot provide essential services, or if its teaching quality and performance record are poor, the school could conceivably contribute to higher rates of student absenteeism, course failures, and attrition.

In terms of general education-reform trends, schools are increasingly taking a proactive approach to at-risk students early identification of risk factors followed by support , rather than a passive or reactive approach allowing students to drop out, fall behind their peers academically, or fail courses before intervening. Kirwan , a longtime higher education leader, was created in to make recommendations for improving education in Maryland.

However, when it came to finding a better way to describe students who show lower levels of academic success because of nonacademic factors, such as poverty, trauma and lack of English proficiency, commission members were not sure what term to use.

As an outside consultant for the commission, I was asked to come up with an acceptable alternative word or phrase. Used effectively , identifying risk and protective factors can help mitigate harm to students.

For example, dating back to the s, research about how exposure to lead placed children at risk for cognitive impairments helped educators create safer learning environments for students by removing lead from paint, toys and drinking water. Instead, compassion and care are what are needed. Assessments of risk should be based on good data and thoughtful analysis — not a catch-all phrase to describe a cluster of ill-defined conditions or characteristics.

But when these variables are clearly defined, it better enables educators and others to come up with the solutions needed to reduce specific risk factors and improve outcomes. These phrases move the conversation in the right direction.

There are a few simple ways to measure at-risk student behavior in a quantifiable manner. It may not work every time, but it can be as simple as tracking a few numbers and behaviors and keeping some good notes. The first and most obvious metric to observe when looking for at-risk students is grades. What students have started out the semester with low scores? For the students who score low in the beginning, having a conversation with them may be the only help they need.

Maybe they just needed motivation, or they might need assistance with study skills, writing skills, etc. Also, keep track of student grades and see which students begin to have decline in scores. This is often a sign of issues outside of the classroom that are affecting the student's work.

Again, a conversation might help, or this might be a good time to either alert the administration or to contact the student counselor for assistance. The administration or counselor may have already heard other concerns about that student and have a better understanding of what interventions might be necessary.

Another at-risk student behavior that can be easily tracked is tardiness or absenteeism. If a student continues to either be late for class or simply is not attending, this is another opportunity to alert either the administration or the counselor. Finally, disruptive behavior is a sign of an at-risk student that can be easily monitored. If a student is being regularly disruptive, this is probably a time when that student should be forced to see the administration for either discipline or an intervention of some kind, as attempting to intervene in the classroom can cause more disruption for other students.

Once the administration or a counselor is alerted about an at-risk student, how can they help? Public schools would be wise to learn from the current trend in institutions of higher education. Many colleges and universities now have what is often called a "risk assessment team" that meets and confidentially discusses the complaints and concerns that teachers, staff, or other students have expressed about particular students.