The Business of Placing Canadian Children and Youth "At-Risk"

Abstract

This article examines discourses and practices associated with designating some children and youth as being "at-risk" of academic and social failure in and out of school. To respond effectively to "at-risk" learners requires a refocusing of policy and research, an informed political and administrative will, effective use of sufficient resources, and systematic coordination of existing knowledge bases. We explore effective strategies based on a social justice vision of schooling and child development, arguing for an integrated understanding of and approach to child and youth-related activities and initiatives across school, community, socio-structural, and public policy spheres.

Identifying at-risk youth: strategies to help them succeed

“…Additionally, 30-40% of Canadian children are deemed to be at risk of not completing high school and 1.2 million or 27.6% of Canadian children under the age of 11 can be considered vulnerable to emotional, behavioural, social, or academic problems (Boys and Girls Club of Canada, 2008;Schonert-Reichl, 2000;Wotherspoon & Schissel, 2001). Approximately 30% of 15-20 year old's do not complete school and more than 70% of Canadians who enter federal prisons are high school dropouts; 4 out of 5 have substance abuse problems, and 2 out of 3 have mental health issues (Schonent-Reichl, 2008;Smith et al, 2007;Wotherspoon & Schissel, 2001).…”

“…Approximately 30% of 15-20 year old's do not complete school and more than 70% of Canadians who enter federal prisons are high school dropouts; 4 out of 5 have substance abuse problems, and 2 out of 3 have mental health issues (Schonent-Reichl, 2008;Smith et al, 2007;Wotherspoon & Schissel, 2001). Most students at-risk drop out in the eighth grade (Smith et al, 2007).…”

“…School also becomes a place where youth can get connected to other social supports (Smith et al, 2007). Additionally, having access and the ability to offer alternative education settings to students provide opportunities for at-risk students to benefit from formal education and to minimalize costs and disruptions they pose to mainstream education (Wotherspoon & Schissel, 2001). Education programs that address the complex social and educational needs of at-risk and high-risk students are necessary to ensure that students have the appropriate tools and social supports to navigate a smooth transition into adulthood.…”

“…If serious behaviour and emotional problems have not been altered by the time students enter secondary school, they can be considered chronic and can interfere with successful school experiences, academic functioning, and positive relationships with peers and teachers (Montague, Enders, Cavendish & Castro, 2011; Park &Scott, 2009). It has been reported that students in Grades 7-12 are when most dropout rates occur and secondary school is the last opportunity to attempt to improve the status of at-risk students in schools (Cheng, 1994; DeNafo, 1993;Wotherspoon, 2001). Interventions thus become vital in order to reduce risk factors and ensure students are awarded the supports and opportunities to overcome challenges to achieve success.…”

“…Third, youth must have access to their community outside the school environment. In order for intervention models to be successful, it is important teachers have access to support services, pay attention to parental involvement, introduce peer mentoring, and have small class sizes.Utilizing these strategies will help to build a strong learning environment for students and teachers.Some research studies have reported that one high school student drops out every nine seconds (Brownell et al, 2010;Christenson & Thurlow, 2004;Wotherspoon, 2001). …”