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Drop Out Students

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Submitted By fermin1234
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At-Risk Students

1. Socioeconomic status; Students from low income families are five times more likely to drop out of high school than students from high income families 2. Unhealthy children; some youth develop poor eating habits, obesity has tripled, rejection and low self-esteem, depression, all these health issues affects students, therefore an unhealthy children perform less in school. 3. Teen pregnancy; a teen mother unfortunately are much less likely to finish high school or obtain a GED by the age of 22 that their peers who are not mothers. 4. Violence; although most people in poverty do not commit crimes, crime is more directly related to poverty that to the age and ethnicity of the criminal, students with low incomes are more likely that higher income people to be the victims of violent crimes.

One way to help at risk student in school is by building relationships that are both caring and stable. Students need to build a sense of trust and have the time to communicate the complexity, frustrations, and positive aspects of their lives in and out of school. A student may feel depress, a student may feel the need to talk to someone he can trust and we as teacher can provide the resource to students at risk. After creating a strong relational base will a teacher have the platform to be a source of enduring advice to a student. Students won't discuss trust to an adult in school based on his or her role as a counselor, psychologist, or social worker. We have to earn it by building a relationship. Another way to help at risk students is by having students engage. The feeling of being engaged in a setting or group happens when students have opportunities to receive positive recognition and to make positive contributions, the student can spend time in environments in which teamwork is encouraged, and get help learning new skills that they find valuable and helpful in their lives. Engaging settings in the school and the community have logos, mottos, missions, and other tangible things that allow students to experience a sense of belonging and pride.
Particularly for students who are in disadvantaged circumstances, such as low income family, pregnancy or victims of violence. Spending time in engaging settings both in school and after school is important. After school settings linked to the school as well as community programs -- such as Boys and Girls Clubs, Boy Scouts and Girl Scouts, or any after school sport provide more chances for students to build positive relationships with caring adults or teachers and, potentially, supportive peers.

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