School-Based Efforts

A Plan to Support At-Risk Youth

Ava Perry
EDU644: Child & Family Welfare

INTRODUCTION

Hello Everyone,
My name is Ava Perry and I am a Family Service Specialist in Wake County. In this
presentation I will presenting information on the relationship of at-risk youth and academic
success. As school principals, district administrators, and social service providers, I believe it
is your responsibility to ensure academic success of all children. By working together we can
help at-risk youth overcome barriers in their lives to be successful in the future.
Please join me in the advocacy of our future leaders.

YOUTH AT RISK

Who are the youth at risk?

1. Youth who lack social or emotional support
2. Youth who have been abused sexually, physically, or emotionally
3. Youth who homeless or transient
4. Youth exposed to violence
5. Youth with learning disabilities
6. Youth involved in drugs or alcohol
7. Youth who are neglected or live in stressful family environment
8. Youth with mental illnesses

Youth At Risk continued.

Lacking social or emotional support: Social and emotional services are necessary for students
because it helps them engage in school and focus on positive energies (National Coalition for
Youth, 2012).
Sexually, physically, or emotionally abused: Children who are abused have a lower self-esteem
which can lead to them dropping out of school.
Homeless or transient: Youth who have unstable living arrangements or homeless tend to fall
behind in school and face academic challenges.
Youth exposed to violence: Students who are exposed to violence tend to use violence at school
and eventually are expelled from school.
Youth with learning disabilities: Youth who have learning disabilities can be at a disadvantage
when their needs are not met. Academic, social, and behavioral problems could lead to
alienation and it is likely that schooling attitudes and practices can contribute to students'
feelings of alienation (Morrison & Cosden,1997).
Youth involved in drugs or alcohol: Drug and alcohol can have a negative affect on youth
academic success. Youth who suffer from drug abuse and alcohol abuse are unable to function
in school and will develop a feeling of not needing to attend school.
Youth who are neglected or live in stressful family environment: Neglected youth suffer from
low self-esteem which can lead to school drop out.
Youth with mental illnesses: Youth who suffer from mental illnesses can have a difficult time in
school which can affect their grades.

Effects and Implications

Behaviors associated with being at-risk:
1. Skipping school
2. Engaging in sexual behavior
3. Committing acts of vandalism
4. Drinking under age
5. Displaying disruptive behavior
6. Bullying
7. Running away

Each behavior listed can lead to school

suspension or being dismissed from school
all together. Students fall behind in school
and have difficulty catching up which can
lead to disengagement and juvenile
delinquency (National Center for School
Engagement, 2016
).

Short and Long Term Implications

Short Term
School drop-out
School Suspension
Failing grades

Many youth engage in behaviors that put them at risk for negative adult health
outcomes
Long Term
(Bailey, 2009 as cited in (Lindstrom Johnson, Jones, & Cheng, 2014). The short term Adult criminal behavior
implications can eventually lead to long term implications which will affect the future of our School Expulsion
youth.

Not able to obtain a diploma or degree

Solutions: Create A Framework

The school plays a major role in the academic success of our youth. The schools role in establishing
philosophies begin with:
1. Applying philosophy-Schools must apply philosophy to all students in the school (National Center
for School Engagement, 2016).
2. Schools can provide loving support to students by listening, valuing feelings, and displaying
compassion and respect (Bernard, & ERIC Clearinghouse on Urban Education, N.Y.,1997).
3. Schools should have positive and high expectations for students. Teachers set high expectations
can help structure and guide behavior and challenge students beyond what they believe (Bernard,
B., & ERIC Clearinghouse on Urban Education, N.Y., 1997).

Solutions: Integrating a Framework

Schools can help to integrate the framework with staff, community, and parental support/involvement
by working together to create a philosophy that focuses on all students. Schools can begin by
integrating framework into each area of the program. Schools must communicate with students and
value their opinions. The program should support teachers and staff development. To integrate the
program with parental involvement is to make parents full partners in the decisions that affect children
and families (National Center for School Engagement, 2016). It is also important to foster the
development of the whole child by focusing on school, family, and community collaboration (Bernard,
B., & ERIC Clearinghouse on Urban Education, N.Y.,1997).

Participant Activities

HOW WILL YOU SUPPORT SCHOOL EFFORTS TO SUPPORT AT RISK YOU?????

Group Discussion:
Take the podium and speak on ways you will contribute to the successful integration of the
framework
Provide feedback on following video

References

Bernard, B., & ERIC Clearinghouse on Urban Education, N.Y. (1997). Turning it around for all youth: From
risk to resilience. ERIC/CUE Digest, Number 126 .Retrieved from the ERIC database.
Lindstrom Johnson, S., Jones, V., & Cheng, T. (2014). Promoting Successful Transition to Adulthood for
Urban Youths: Are Risk Behaviors Associated with Career Readiness?. Social Work Research, 38(3),
144153 10p. doi:swr/svu020
Morrison, G., & Cosden, M. (1997). Risk, resilience, and adjustment of individuals with learning
disabilities. Learning Disability Quarterly, 20,43-60. Retrieved from http://www.ldonline.org/article/6174 /
National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from
http://schoolengagement.org/school-engagement-services/at-risk-youth
al Coalition for Youth. (2012, September 11). A shared vision for youth: Common outcomes and
indicators. Retrieved from http://www.collab4youth.org/documents/NCYCommonOutcomes.pdf