Research Paper on At-Risk Student Behavior

At-Risk Students

A. "At-risk students are students who are not experiencing success in school and are potential dropouts. They are usually low academic achievers who exhibit low self-esteem" (Donnelly, 1987). The first at-risk behavior is that the student sleeps in class, destroys school property, refuses to answer questions, and has poor social skills. These combine to form one at-risk behavior because they are all examples of refusing to participate in learning, and in life. Falling asleep in class and refusing to answer questions shows that the student is not interested in enhancing his or her skills, and is not interested in learning. All four of these actions also show a lack of respect for people, particularly those of authority (the teacher), and for other people's property. Destroying textbooks is an example of vandalism, which is a serious crime. If the kid is engaging in vandalism in the classroom, it's possible that he or she is also doing so out of the classroom and could be arrested.

The second at-risk behavior that I would address is that the student reads at a sixth grade level and has poor oral skills. Having such poor reading and oral skills shows that the student is not developing at a normal pace, perhaps due to behavioral, psychological, or physiological disabilities. In high school students are supposed to be preparing themselves for college, and they need to have basic reading and writing skills in order to succeed.

The third at-risk behavior that I would address is that the student works several hours after school everyday in order to earn money for the family. Donnelly (1987) explains that at-risk students are generally "from low socioeconomic status families." It is one thing if the student was working to earn a little extra cash for personal enjoyment, but it seems as though the student is forced to work to help the family get by. The kid lives in a single-parent home which means that there is only one source of income; oftentimes single parents cannot afford to raise a family. Another problem that goes along with this is that working several hours everyday after school means that the student has less time to study and do homework, and almost no time to socialize.

B. There are a few pieces to the intervention puzzle that I would include for the first at-risk behavior. To start with, I'd assign a peer to help keep the student on track. "Many teachers use the 'ask 3 before me' approach. This is fine, however, a student at risk may have to have a specific student or two to ask" (Watson, DATE). Not only would this allow a peer to make sure that the student isn't sleeping and vandalizing property, but it would also force the student to socialize. The student would be forced to communicate with his or her peer, which could help the student to be more social.

I would definitely address the second at-risk behavior by doing an evaluation for learning and behavioral disabilities. School social workers will facilitate tests to figure out why the student is having a problem with reading and writing. If it's due to a learning or behavioral disability then the student will usually be able to create an independent education plan (IEP), which creates a plan of action to help the student achieve success in school. During this process specific needs are addressed and the student is presented with more opportunities for success. Even if an IEP is not implemented, the school would get to the bottom of the problems, and help the student in any way possible. The student will know that he or she has a plan and is on a track to success, as "young people need to establish a sense of purpose and understand how they are meeting their current and future needs" (Child Development Institute).

For the third at-risk behavior I would meet with the student and his or her guardian to discuss the student's lack of academic success, and I would share that I think it's partially due to the number of hours that the student is forced to work. I'd present the student and guardian with different options for people that are in a tough financial spot, and I'd brainstorm with them to figure out a way for the student to spend more time on schoolwork.

References

Child Development Institute. (2010). Adolescent stages of development.

Donnelly, M. (1987). At-risk students.

Watson, S. (2010). Intervention strategies for students at risk.