At-risk to at-promise
ATTAINING a high school diploma is the minimum requirement for securing a job, and dropping out from school often leads to economic hardship and social problems. Studies point out that individuals who are better educated earn more and are less likely to be involved in crime or be on welfare institutions.
Unfortunately, it is disheartening to note that many students never get to finish high school. A high dropout rate reduces the pool of qualified people who will enter the professional and political ranks that make important policy decisions. The fact that numerous students never get to have their high school diploma has a deep and wide-ranging impact on the country’s economy. The implication of this is that a significant segment of the population will remain entrenched in poverty.
The moment students decide to quit school, they lack the necessary tools to compete in today’s society and diminish their chances for greater success in the future. Reducing the number of high school dropouts and increasing graduation rates are national priorities. The “No Child Left Behind” program of the government urges all schools across the country to do a better job of helping “at risk’ children succeed.
“Students at risk” is a common phrase used to describe students who face difficulties known to interfere with their educational success. A child can be at-risk for any of a number of reasons including having little or no family and peer encouragement and support for school success, extenuating life circumstances: for example, they may have medical problems, take an outside job to help support the family, or get pregnant, and may simply get dissatisfied with school: they don’t do well in their classes, have trouble getting along with classmates, find the school environment too restrictive, or perceive the curriculum to be irrelevant to their needs.
Teachers have the responsibility to make “atrisk” students do well. Identifying students atrisk of dropping out is the first step to addressing the problem. Early detection of students exhibiting at- risk behaviors before the behaviors reach the acute stage is very important. Intervention is critical to campus retention efforts. With early intervention, a potentially atrisk students can do well.
As a teacher, you have the opportunity to change an at-risk student’s mind. Attempt to help him or her with problems that he or she may be having. By providing support and acting as mentor, we make these children realize they have what it takes to substantially achieve good outcomes. You can definitely transform students at-risk into students at-promise. Maribel B. Yawan