Identifying the point at which individuals become at risk for academic failure (grade point average [GPA] < 2.0) involves an understanding of which and how many factors contribute to poor outcomes. School-related factors appear to be among the many factors that significantly impact academic success or failure. This study focused on 12 school-related factors. Using a thorough 5-step process, we identified which unique risk factors place one at risk for academic failure. Academic engagement, academic expectations, academic self-efficacy, homework completion, school relevance, school safety, teacher relationships (positive relationship), grade retention, school mobility, and school misbehaviors (negative relationship) were uniquely related to GPA even after controlling for all relevant covariates. Next, a receiver operating characteristic curve was used to determine a cutoff point for determining how many risk factors predict academic failure (GPA < 2.0). Results yielded a cutoff point of 2 risk factors for predicting academic failure, which provides a way for early identification of individuals who are at risk. Further implications of these findings are discussed.

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The impact of school factors on academic achievement has become an important focus for identifying, preventing, and intervening with youth at-risk for academic failure. This study was designed to develop and test a more comprehensive school factor risk index. Specifically, the relationship between cumulative grade point average (GPA) and an additive risk index (ARI) were tested and an analysis of the index is presented. School factors that been shown in previous research to impact academic achievement were tested. Those factors were included in the final risk index if they met the criteria of (1) having a correlation with GPA, (2) containing a difference in outcomes between the risk and non-risk groups, and (3) making a unique contribution to the overall index. The risk and protective factors included in the creation of the ARI were attendance, academic self-efficacy, academic expectations, grade retention, music instruction, and school behaviors. The interplay between risk and protective factors was shown to have a significant relationship with GPA.Keywords Additive risk index Á Academic achievement Á Social work Á Cumulative grade point average Á School factorsThe current status of K-12 education in the United States is alarming. Overall, only 75% of freshman will graduate within 4 years of starting high school. Approximately 10% of all students will drop out of school prior to graduation, while close to

Exposure to traumatic events happens at an alarming rate for children and adolescents in the United States. If left unaddressed, these youth have a high risk of growing up with additional health and mental health problems. In this article the authors review three key aspects of helping youth heal from the symptoms of experiencing a traumatic event; (1) recommended guidelines, (2) specific treatments, and (3) the Trauma-Informed Care Framework. Eleven recommendations from the American Academy of Child and Adolescent Psychiatry are discussed as they relate to effective practices in the treatment of trauma in children and adolescents. Trauma-focused cognitive behavioral therapy and child-parent psychotherapy are also explored as the two specific interventions that have the most empirical support for treatment in children and adolescents. Finally, the tenets of a Trauma-Informed Care Framework are presented along with a review of how well these have been applied in youth serving organizations.

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