1. We All Deserve a Chance A Commitment to Support At-Risk Youth Danielle Davis Educator

2. Who’s who? Who am I?  I’m Danielle Davis. I am currently a student counselor. I have been sent to you all to share information on our student’s at-risk, what that looks like and how we can help Whose here today?  Administrators  Teachers  Counselors  Service Providers  People who care about the future of our youth

3. What are we doing today? Identify or define at-risk youth What at-risk looks like in terms of behavior The effect of these behaviors:short and long term Identify ways to help What you and your respective organization, school, community can do to implement these solutions Engage! now this just wouldn't be truly about education if there wasn't some course work or homework to do, now would it?

4. "At-Risk" The National Center for School Engagement defines the term at-risk youth as those that have a future with less than optimal outcomes. These youth can be classified as at-risk for any of the following: o Homeless or transient o Involved in drugs or alcohol o Abused sexually, physically or emotionally o Mentally ill o Neglected at home or live in stressful family environments o Lacking social or emotional support o Involved with delinquent peers o Students with learning disabilities

5. Encountering At-Risk Youth Some behaviors that at-risk youth demonstrate, include, but are not limited to: o Truancy o Fighting/bullying o Committing acts of vandalism o Under age drinking o Early sexual interaction and activity

6. What We Can Expect Short Term Effects Fighting/bullying : students may fight more often or bully other students as a coping mechanism Disruptive classroom behavior : you might see this in students with learning disabilities as a way to cover up what's really going on. Which creates an uncomfortable learning environment for the other students. Cutting class: any number of the previous identifications of at-risk youth can lead to this Long Term Effects Imprisonment: at-risk youth are more likely to be involved in criminal activity as adults Lower wage jobs or unemployment: at-risk youth that struggle academically and have higher truancy rates may not graduate from high school, which can result in future unemployment or low paid jobs. Drug & alcohol abuse: by the time they enter adulthood, many at-risk youth will have already had some experience with alcohol or drugs that later turns into an addiction.

7. Promoting Positive Youth Development at School The NCSE believes that focusing on assets rather than deficits enhances students' connection to school. Which in turn, the student will perform better. Here are three things that can be done in your school to accomplish this: o Establish caring relationships: listen, validate feelings, demonstrate kindness. o Maintain positive and high expectations: focus on your students' strengths and encourage and reward positive behaviors so the standard is set and remains. o Provide opportunities for students to participate and contribute: allow students to feel like they are "apart" of something, even if it is learning or their education. It will place responsibility on them and instill value and a sense of worth.

8. How to do it? So, we've identified three ways to help create a positive environment for youth development. Let's take a closer look at one of them: establishing caring relationships:  Start from the inside: encourage your teachers, colleagues and staff first and this will come out in their relationships with their students. Invest time in them.  Community outreach: you know your students, you know the population in which you serve. Strengthen or make connections with community agencies and organizations that your students and families will benefit from.

9. Let the fun begin! You notice in the title of this presentation, is the word "We." My website on weebly.com begins the same, because we are in this together. So your homework! Information Sharing is Caring! 1. Exchange information with someone that works in the same area of the school as you, same profession, etc. 2. Follow up within two weeks to share a resource that has assisted you and the students you work with. 3. Then, complete another follow up in 30,60 and 90 days to track the progression or success of the resource to the student. 4. Final step; email a summary to me with the following information: a.Name and contact information of the person you exchanged with b.Resource you shared c.Results for the students it was shared with. Share the info, spread the care! Our youth matter!

10. References The National Center for School Engagement, www.schoolengagement.orgwww.schoolengagement.org School-related assets and youth risk behaviors: Alcohol Consumption and Sexual Activity. Journal of School Health. January 2012, Vol. 82, No.1 Bernard, B., & ERIC Clearinghouse on Urban Education, N.Y. (1997). Turning it around for all youth: From risk to resilience. ERIC/CUE Digest, Number 126. Retrieved from http://eric.ed.gov/?id=ED412309Turning it around for all youth: From risk to resilience. ERIC/CUE Digest, Number 126. Retrieved from http://eric.ed.gov/?id=ED412309 Rubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons. Education World. (2011). School mission statements: Where is your school going? Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml School mission statements: Where is your school going? Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml