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Educationally Disadvantaged Children

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Empirically Based Interventions Targeting Social Problems

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Abstract

Beginning with an overview of the scope of the problem, this chapter synthesizes research on risk factors associated with academic problems. The authors discuss research-based strategies for minimizing risk and enhancing protective factors. Comprehensive, research-based mentoring programs, substantial in length and emphasizing skills development, have the most research support.

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Author information

Authors and Affiliations

  1. School of Social Work, University of Buffalo, Buffalo, NY, USA

    Catherine N. Dulmus

  2. College of Social Work, University of Tennessee, Knoxville, TN, USA

    John S. Wodarski

  3. Dongbei University of Finance and Economics, Dalian Shi, Liaoning Sheng, China

    Fan Yang

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  1. Catherine N. Dulmus
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  3. Fan Yang
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Correspondence to Catherine N. Dulmus .

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Editors and Affiliations

  1. College of Social Work, University of Tennessee, Knoxville, TN, USA

    John S. Wodarski

  2. School of Social Work, The University of Alabama, Tuscaloosa, AL, USA

    Laura M. Hopson

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Dulmus, C.N., Wodarski, J.S., Yang, F. (2019). Educationally Disadvantaged Children. In: Wodarski, J.S., Hopson, L.M. (eds) Empirically Based Interventions Targeting Social Problems. Springer, Cham. https://doi.org/10.1007/978-3-030-28487-9_3

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