The at-risk student in the elementary classroom is affected by a variety of academic, behavioral/personal, and environmental factors. These children attend public schools were they are expected to be attentive, complete assignments, and learn in a classroom setting. Through qualitative research, using observations, interviews, and collection of artifacts, I found, in a suburban Northwest elementary school, two at-risk students who show signs of academic, behavioral, personal, and environmental factors that appear to inhibit their ability to succeed in school.
Additionally, I found during my research that prevention is a key element requiring effective coordination of services for all key elements to work effectively. Accurate identification and intervention are needed to meet the challenge of ' educating and serving the at-risk student in the elementary classroom with creative and effective alternatives.
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