Students at risk are those who may have difficulty completing high school or living independently due to warning signs, tendencies, basic needs not being met, social influences, language/cultural obstacles, home circumstances, learning disabilities, medical conditions, or learned helplessness patterns. Factors putting students at risk can be academic, physiological, behavioral, social, familial, cultural/environmental, or historical. Strategies to help at-risk students include individualized attention, interest-based material, differentiated instruction, authentic assessments, intervention plans, and support services.

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2. Students At-Risk
A definition: Any student who demonstrates
warning signs or tendencies that could
jeopardize their ability to finish high school
or who run a serious risk of not meeting
basic skills required for independent living.

3. Who is At-Risk:
Every child is exposed to At-Risk
elements capable of jeopardizing
their future.

4. Lack of Basic Needs
Needs such as food, clothing, shelter, limited exposure,
and safety may jeopardize a student’s ability to function
in an academic setting.

5. Social Influences
Circumstances relating to a child’s social setting and
relationships, resulting in negative factors such as peer
pressure, drug and alcohol use, pregnancy.

6. Language and cultural obstacles
Students who have been assimilated into a new
environment where language and culture differ
significantly from their original point of origin.

7. Specific Circumstances in the home
Divorce, death, remarriage, change in living situations,
economic status, will inevitably have an impact on a
student.

8. Learning disabilities/medical
conditions
Students who have academic discrepancies that affect skill
development and grade level competencies are inherently
at-risk, as well as those students who have limitations
based on a chronic medical condition.

9. Learned patterns
Students that, for whatever the reason,
have developed a learned helplessness,
usually supported by other individuals
who have enabled this behavior.

10. Looking at the whole individual
Academic skills
Physiological Factors
Behavioral Factors
Student
Social Influences Family Factors
Cultural and Environmental Factors
Historical Data

11. Strengths vs. Limitations
Academic skills
Physiological Factors
Behavioral Factors
Strengths
Social Influences
Family Factors
Limitations
Cultural and Environmental Factors
Historical Data

12. Looking at Needs
Maslow’s Heirarchy

13. We come into the World
Our personality traits and aptitudes are already formed
We face our environment
Needs are not met Needs are met
Our interests, values, and Our interests, values, and
Intelligences are hindered Intelligences develop
Remain in a state We move toward a state
of Dependence of Independence

14. Strategies for working with At-Risk
1. Individualized Attention (unconditional
positive regard)
2. Interest-based material
3. Differential Instruction
4. Authentic assessments
5. Reality theory plan of action (SST’s)
6. Support intervention services (Counseling,
tutoring, mentoring, special programs)