A PLAN TO SUPPORT AT-RIST YOUTH

TEACHERS DOING THEIR PART Teachers work with a variety of students from various backgrounds. Students who come from the lowest of income, single parent homes, substance abuse homes, abusive homes, runaways, and kids with behavioral problems. Teachers spend a lot of time with students so the decisions we make, the words we say and the ACTIONS we take will make a difference!

COMMUNITY IMPACT Community Involvement School Involvement

PRESENTATION WITH A PURPOSE

AT-RISK YOUTH

 Poverty  Homelessness  Abusive Homes  Runaways.  Teen Pregnancy  Single parent Homes WHO IS CONSIDERED AT RISK?  Domestic Violence Homes  Depressed  Mental and physical abuse/neglect  Changes in Sexuality w no family support

AT–RISK YOUTH BEHAVIORS  B ehaviors associated with being at-risk are fighting, skipping school, risky sexual behaviors and or partners, bullying, breaking rules and regulations, being arrested consistently, verbally and physically abusive to others, depressed/ anti-social, and involved in drugs or alcohol. Three Potential Short-and long-term implications of these behaviors on a student’s ability to achieve academic success will decrease the efforts in which they are willing to remain in school. Youth who are at risk and are verbally and physically abusive to others can possibly can be suspended from school for these behaviors in turn the youth will become discouraged and not return to school to achieve appropriate education. By definition, at-risk youth are already likely to be involved in a number of risky behaviors, and the elimination of a structured school day, including having extra free time, perpetuates these behaviors( National Center for School Engagement ( E., & Smith, R.,1992). Working with youth is hard and working with at risk youth is even harder for educators. adults may be less likely to attempt teaching activities with aggressive and noncompliant children, who are generally more difficult when demands are placed on them (Arnold, D. H., Ortiz, C., Curl, J. C., Stowe, R. M., Goldstein, N. F., Fisher, P. H., &... Yershova, I.,1999).

ESTABLISHING NEW RELATIONSHIP

POSITIVE SCHOOL CLIMATES  Schools can assist in taking on the responsibility of making sure those administrators, teachers, and, staff are equipped and trained in working with at risk youth. There should be programs where youth who are at risk has a chance to continue on their success path without having such severe consequences such as suspension. Involving youth in social skills groups or outside activities helps to engage them in the school process and redirect their energies toward positive alternatives.

POSITIVE COMMUNITY  Support all youth of the community  Collaborates with schools, agencies, families, and youth  Safe, Fun, learning environments for  protective characteristics within the family, the school, and the community systems that appear to facilitate the development of resiliency in youth(Benard, B.,1991).

HELPING AT RISK YOUTH  Mentor Programs  Community Service Activities for children and family  Community Youth Workers  Community Based- Programs  Community Meeting at the School  Community-School Self-esteem building events, forums, and classes for parents, families, community, and youth at risk.

INTEGRATION OF FRAMEWORK  REENGAGEMENT is a process where students aren’t suspended from school for their behaviors but remains in the school in order to receive mental health such:  drug/alcohol treatment,  family/individual therapy,  anger management groups,  and character education components

SOLUTIONS/STRATEGIES Program Goals: Collaborate Teachers, Community and Youth at Risk Strategies: End Truancy, Allow Students to perform community serve acts for consequence and learning opportunities Approach: Allow students to perform community activities that will enhance team work, communication, and social skills. While in this nurturing environment less attention is spend on bad behavior.

ACTIVITY!!

ACTIVITY  Task 1 :Choose a group of three people  Person 1: Is the teacher  Person 2: The Community leader  Person 3: Choose a factor that makes them at risk; ex. Behavioral problems, teen pregnancy, homelessness, abusive homes, etc.

ACTIVITY CONT. TASK 2: Come up with a fun creative way to engage this particular youth at risk in a learning experience in the community. Lesson/Objective of Activity: Presented by the entire group

REFERENCES  Arnold, D. H., Ortiz, C., Curl, J. C., Stowe, R. M., Goldstein, N. F., Fisher, P. H., &... Yershova, I. (1999). Promoting academic success and preventing disruptive behavior disorders through community partnership. Journal Of Community Psychology, 27(5), 589  Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community.  National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from engagement-services/at-risk-youth