Advertisement

Teaching “at Risk” Students: Meeting Their Needs

  • Ramon Lewis
  • Tricia McCann
Part of the Springer International Handbooks of Education book series (SIHE, volume 21)

Among the many responsibilities of teachers, one which is becoming increasingly significant to the communities they serve is student welfare. Although the welfare of all students is of concern, there is a group who create a particular need. These are students who have been identified as being “at risk.” Traditionally student welfare has mainly been relegated to parents, churches and cultural groups rather than seen as a responsibility of the classroom teacher. In the present climate however, it is argued that the teacher's role increasingly needs to encompass welfare strategies (Mitchener & Schmidt, 1998).

Reasons for particular concern with students “at risk” not only relates to the extent of their need but also to the observation that their issues often manifest as challenging behaviors at school, including withdrawal, truancy, disengagement, resistance and disconnection. How teachers respond to such behavior will likely depend upon their knowledge of management strategies, the prevailing discipline paradigm and personal philosophy. This chapter identifies factors related to whether or not a student should be considered at risk before providing a discussion of how teachers may respond productively to at risk students. In examining how to help such students to engage in education and schooling, the chapter focuses on teacher behavior, curriculum and cocurricular programs.

Keywords

Inappropriate Behavior Teacher Behavior Student Welfare Personal Philosophy Risk Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachment as fundamental human motivation. Psychological Bulletin, 117(3), 497–529.CrossRefGoogle Scholar
  2. Dreikurs, R. (1968). Psychology in the classroom: A manual for teachers (2nd ed.). New York: Harper & Row.Google Scholar
  3. Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.Google Scholar
  4. Glasser, W. (1992). The quality school. New York: Harper Collins.Google Scholar
  5. Johnson, G. (1998). Students “at risk”: Toward a new paradigm of Mild educational disabilities. School Psychology International, 19(3), 221–237.CrossRefGoogle Scholar
  6. MacCoubrey, S., Wade-Woolley, L., Klinger, D.A., & Kirley, J.R. (2004). Early identification of at risk L2 readers. Journal Canadian Modern Language Review, 61(1), 11–28.Google Scholar
  7. McInerney, D., & McInerney, V. (2006). Educational Psychology: Constructing learning. Frenchs Forest, NSW: Pearson Education Australia.Google Scholar
  8. Mitchener, C., & Schmidt, E. (1998). Making schools meaningful. Child and Adolescent Social Work Journal, 15(5), 335–356.CrossRefGoogle Scholar
  9. Patton, G. C. (2000). The gatehouse project: A systematic approach to mental health promotion in secondary schools. Australian and New Zealand Journal of Psychiatry, 34(4), 586.CrossRefGoogle Scholar
  10. Pearl, A., & Knight, T. (1999). The democratic classroom: Theory to inform practice. Creskill, NJ: Hampton Press.Google Scholar
  11. Rumberger, R., Ghatak, R., Poulos, G., Ritter, P., & Dornbusch, S. (1990, October). Family influences on dropout behavior in one California high school. Sociology of Education, 63, 283–299.CrossRefGoogle Scholar
  12. Sideridis, G. (2002). Goal importance and students at risk of having language difficulties: An unexplored aspect of student motivation. Journal of Learning Disabilities, 35(4), 343–356.CrossRefGoogle Scholar
  13. Withers, G., & Russell, J. (2001). Educating for resilience: Prevention and intervention strategies for young people at risk. Melbourne: Catholic Education Office, McKillop Family services and Victorian Government Department of Human Services.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Ramon Lewis
    • 1
  • Tricia McCann
    • 1
  1. 1.Faculty of EducationLa Trobe UniversityBundooraAustralia

Personalised recommendations