Understanding at-risk youth and intervention programs that help them succeed in school

Abstract

The purpose of this literary review was to research at-risk youth to gain a better understanding of the difficulties and challenges that co-exist with this problem, particularly the increasing numbers of high school dropouts that has reached crisis proportions. The situation requires serious work be done to help combat the dropout problem. The literary review explored and defined what at-risk really means, what impact this problem has on society, the misconceptions associated with the term “at-risk,” and school-wide intervention programs designed to reach students’ at-risk and promote school success. This literary review also addressed the methods schools use to identify students at-risk, strategies to enhance student’s learning experiences at school, and other methods to challenge at-risk students to stay in school. Making a positive difference in a student’s educational experience can be accomplished by helping them feel as though they belong (Sanders and Sanders, 1998). Effective intervention programs require the collaborative efforts and talents of students, educators, parents, community members, and business leaders coming together to address and meet the needs of their youth at-risk. The assumption that youth at-risk are incapable of learning and/or do not care about anything is a fallacy. The truth of the matter is our youth do care and they want and can learn. They long for adults who are willing to make the effort to understand them and who will provide them the acceptance and guidance they need. If one is patient and looks hard and deep enough, they will understand that the at-risk child’s message is this - “Don’t give up on me.”