High-risk students come from all walks of life and can be in all grade levels. Whether it is social, emotional, environmental or even academic stress that is contributing to their dilemma, there are many symptoms that teachers and parents can be aware of that will signal the need for intervention. These symptoms can show up in many different behavior patterns and are generated in a dynamic attempt to help alleviate the anxiety and/or as a cry for help. Some of the more common ones may be seen not only in secondary students but elementary students as well.
Symptoms of High-Risk Students
When a student starts the year with high grades the first quarter but hits a downward slide toward the end of the school year, this usually indicates a student with low energy levels who could also be experiencing some type of stress. These levels may have dipped due to a myriad of factors, most of which can cause emotional conflicts which will interfere with the school day. This interference can lead to the student burning out early in the day, with little energy left for focus on academics. Any drop any grades should be taken as reason for concern and should never be dismissed as just a phase.
Excessive absences are something that should also send up a red flag to teachers and administrators. Most school systems only allow a certain amount of excused absences before a truancy officer becomes involved and/or failure. Excessive absences that are not related to a valid medical reason are often reflective of the protective defense exhibited by students in conflict.
The major defenses of most people – avoidance, flight and denial – are often rampant and overused in high-risk students. In order to reduce their tension, these students usually become extremely impulsive in their actions without thought of implications. High-risk students often see cutting class or avoiding a class as an immediate “solution” for the problems they are experiencing. Their immaturity prevents them from realizing that this pattern will only add to their stress.
Tardiness and Attendance
Lateness also falls into the category of attendance and excessive lateness should also be considered a red flag. Many at-risk students experience difficulty in finding a regular sleep pattern. Teenage depression can also lead to difficulty with sleeping. A difficulty in falling asleep can also contribute to an inability to wake up on time. While it is possible for this to occur in isolated situations with most students, tardiness can be reflective of a more pervasive depressive pattern and should be noted.
A history of parent “coverage” for inappropriate behavior, poor work performance, bad attitude, excessive absences is also something that contributes to students being high-risk. When a student receives this type of “protection” it tends to create an attitude of learned helplessness. The student does not learn how to deal with new frustrations or find ways to seek solutions on his/her own. This will often cause the student to be more impulsive in his/her behavior. The student views the parents as a way out of trouble and will not learn to troubleshoot and think ahead. This enabling that the parents contribute can be a very serious pattern as the student gets older and the pressures of school increase and the student is unable to find resolution.
High-Risk Students and School Success
This is only a small sample of symptoms that should be noted for high-risk students. There are many other symptoms that may be a sign of a student in need. Aggression, withdrawal, moodiness are just a few of the symptoms that are a cause for concern to teachers as well as parents, however it is crucial to keep in mind that the frequency, duration, and intensity of the symptoms is crucial in understanding if the child is exhibiting a pattern of high risk. It is important to also understand that these problems will most likely interfere with the student’s ability to learn. Students with serious problems are not “stubborn” or “lazy” but have a real need to find appropriate ways to alleviate their state of tension and find outlets that will help them find success in their school day.
References:
- Woody, Robert H. Behavioral Problem children in the Schools: Recognition, Diagnosis and Behavioral Modification. Appleton & Crofts, New York. 1969.
- Debruyn, Robert. You Can Handle Them All. Kansas. Master Teacher Publishing. 2009.
Brenda Gargus - Brenda Gargus has a Masters' degree in Psychology and an undergraduate degree in Education. She has taught for 29 years in a variety of ...
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