Not Less Able, Just Less Supported: The Silent Struggles of At-Risk Students in Our Classrooms
In countless classrooms, there are students whose challenges are not readily apparent but profoundly experienced. They might be silent, not raise their hands to answer a question, miss school now and then or lose interest over time in their work. To the uninformed, these habits may appear to be extraordinary. And to a trained educator, they can be a sign of something more. These students are often referred to as at risk learners whose life circumstances put them at a high probability of underachieving academically, dropping out or never fulfilling their potential.
The phrase “at risk” is sometimes distorted. It’s not a matter of intelligence, capability, or potential. It does not indicate the presence of a disease, it’s a constellation of factors that impede learning. Differences in these situations can arise from scholastic problems, financial disadvantage, emotional stress, health issues or unstable home life. When they come together, their presence can create roadblocks that make it harder for certain students to learn than others.
In many classrooms, teachers quietly are observing the truth of this philosophy. Some students cannot read fluently or do not understand basic mathematics. And some arrive at school tired, distracted or troubled. Some do miss classes a lot for reasons out of their control. Habitual behaviours such as those can eventually create learning gaps that continue to widen with every term.
Socio-economic factors have an effect out of the classroom. Most students are from resource-constrained homes. Textbooks, learning resources and quiet places to study are not readily available at the best of times. There are kids who have adult responsibilities: tidying up, small jobs to help pay the family bills. While these pressures are realistic, they can have an impact on attendance at school, concentration and the time available for schoolwork.
In the school context, some signs begin to manifest themselves slowly. Repeated absence, habitual lateness, decrease in activity and recognizable behaviour changes can be indicators that a student is finding elements of work difficult. Language can also be a barrier, particularly if students are taught in a language other than the one they speak at home. These learners might know less than is presumed and they may be reticent to talk for fear of being wrong.
Cognitive and behavioural difficulties also define the context of at risk learners. Low self-esteem, anxiety and the feeling of not fitting in-all can steal a student’s confidence. Some vent their anger through disruptive behaviour. These are often mistaken for indiscipline when really, they may have more to do with other issues. Health related problems like chronic disease, malnutrition and unidentified learning problems can also interfere with concentration and school achievement.
However, in spite of the above difficulties, at risk is a term that must never be interpreted as a forecast for future failure. Instead, it’s a bid for attention. It says that a student might need some more teaching, direction and compassion. With proper intervention, many at-risk students not only survive; they even thrive. Their stories are often powerful tributes to the ability to recover and transform.
Implications for Teaching and Learning
The existence of students at risk in classrooms is important for the way teaching and learning is addressed. It requires educators to leave behind the homogeneous pedagogy of “one size fits all,” and embrace an inclusive, flexible, and responsive practice that addresses individual differences.
Educators need to be observant of signs like decreased performance and attendance, or changes in behaviour. With ongoing assessment, educators gain the capability to pinpoint a gap in learning before it grows. Differentiated instruction, remedial classes and one-on-one support can assist struggling learners to regain confidence as well as reinforce the basics.
Just as important is the classroom. Learning happens when learners feel safe, honoured and respected. A caring teacher–student relationship can go a long way, especially for those children who don’t consistently get such outside support. Students who believe their teachers are interested in their personal success often learn more.
Guidance and counselling services also have the same importance. Many students who are leaning in the at-risk rather than gifted direction have emotional baggage that can get in the way of focus, and participation. Offer mentorship, counselling and positive feedback opportunities to assist learners to redevelop self-confidence and resilience.
Recommendations
It would take a coordinated effort to meet the needs of these students who are on the edge.
Inclusive teaching approaches require teachers to consider a wide range of learning needs. Through early identification of those learners who struggle, and by giving remedial assistance where it is needed, long-term learning difficulties may be averted.
Schools should bolster support networks through mentoring schemes, peer learning and counselling. These scaffolds may facilitate how learners work through academic as well as emotional problems.
Parents/guardians must be motivated to continue participating in their children’s education, no matter how insignificant. And open lines of communication between home and school can make children’s support networks all the more robust.
Education leaders and policymakers must continue to invest in supportive programs, such as school feeding, learning materials access, and inclusive education policies. These are designed to minimise external pressures which learners may face.
Finally, the communities have to understand that “good education” is a common burden. Children are more likely to pay attention and stay motivated when their communities value and nurture learning.
Conclusion
At-risk students are not lost. They are students who are going through a rough time, and often they have astonishing resilience and promise. Their challenges are not their destiny, even if they feel that way at the moment. They’re capable of overcoming adversity and achieving noteworthy success with the right support, guidance, and opportunities.
For teachers, their presence is a reminder of the fact that education is not just about content delivery but also about knowing lives. To parents and communities, it’s a call to stay involved and be supportive. It is a difficult journey for policy makers to fabricate systems where no child is left behind.
WRITTEN BY:
WISDOM KOUDJO KLU,
EDUCATIONIST/COLUMNIST,
GREATER ACCRA REGION.
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