There are a variety of risks factors that lead to an increased likelihood of some students being educationally disadvantaged. According to Hirsch (2007), “Just 14 % of variation in individuals’ performance is accounted for by school quality. Most variation is explained by other factors, underlining the need to look at the range of children’s experiences, inside and outside school, when seeking to raise achievement.

  • Less advantaged children are more likely to feel a lack of control over their learning, and to become reluctant recipients of the taught curriculum.
  • Deprived children are more likely to feel anxious and lack confidence in school.
  • Young people who become disaffected with school develop strong resentments about mistreatment (such as perceived racial discrimination).
  • Students growing up in poverty are less likely to get good educational qualifications.”

What can educators do in order to empower students to become resilient, confidant and capable learners? The ideas that follow all fit under the restorative practices umbrella.

Start as early as possible. A positive early childhood education can help students develop a healthy attitude toward school and give them the foundation for lifelong learning.

Develop and nurture relationships with all students, especially students who are identified “at risk”. Loving and supportive relationship are the foundation of where all learning starts. It is imperative that identified students have loving mentors they trust and who model respect, as well as create healthy boundaries while providing high expectations and a high level of support.

Use affective statements.  It is helpful for educators to use affective statements and virtues acknowledgements to acknowledge what students are doing right.  Traditionally students hear negative feedback at a ratio of 42:1 when ideally they should being hearing positive and supportive statements at a ratio of 6:1. In addition to acknowledging students, we need to provide them with a safe space to be heard, vent and/or get quiet and peaceful. Mindfulness practices such as meditation can help with de-escalation and self discipline.

Use circles to help empower students to share what is on their minds and hearts and depending on the questions, help to shape the learning, which will ultimately help students feel as if they have more control.  It is essential that these young people have voice and choice.

Proactively teach students Social and Emotional Skills. According to CASEL.org, the Collaborative for Social and Emotional Learning, “there are five interrelated sets of cognitive, affective and behavioral competencies. The definitions of the five competency clusters for students are:

  • Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.
  • Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.
  • Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
  • Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.
  • Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.”

In additional to the SEL skills mentioned upon, it is helpful for teachers to be aware of, and help their students identify, triggers and where they fall on the compass of shame.

Use Family Group Conferences/Family Group Decision Making as an ideal way to “ensure that pupils and their families participate as fully as possible in decisions and are provided with information and support. The views, wishes and feelings of the pupil and their parents should always be considered.”

Finally, in order to be to address both the risk factors and protective factors, educators must operate from the “With” quadrant of the Social Discipline Window, offering a high level of control and a high level of support.

 

References

Beach, C. (2014). At-risk students: Transforming student behavior. Rowman & Littlefield Education, Lanham, MA.

CASEL, Social and emotional learning core competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/ on October 1, 2014

Jensen, E. (2009). Teaching with poverty in mind. Alexandria, VA: ASCD.

Joseph Rowntree Foundation. (n.d.). Experiences of poverty and educational Disadvantage. Retrieved from http://www.jrf.org.uk/sites/files/jrf/2123.pdf

U.K. Department of Education. (2014). Mental health and behaviour in schools. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/326551/Mental_Health_and_Behaviour_-_Information_and_Tools_for_Schools_final_website__2__25-06-14.pdf