First Advisor

Susan Carlile

Date of Award

Winter 3-3-2023

Document Type

Thesis

Degree Name

Bachelor of Science (B.S.) in Psychology and University Honors

Department

Psychology

Language

English

Subjects

At-risk youth -- Education, High school students, Student adjustment, Academic achievement

DOI

10.15760/honors.1326

Abstract

It has been demonstrated that small class sizes are beneficial for at-risk students transferring to high school. With fewer students, teachers are better able to give personalized attention and assistance, which can encourage students' engagement and motivation to study. Small class numbers can also foster a feeling of community and belonging, which is essential for at-risk students who may feel alienated at school. Also shown to be successful in assisting at-risk adolescents with the transition to high school are mentoring programs. High school students can get assistance and support from mentors as they negotiate the obstacles of the academic environment. This assistance can help students feel more connected to school, leading to greater academic performance. Lastly, it has been demonstrated that late class start times are advantageous for at-risk adolescents. Research has demonstrated that adolescents have a delayed sleep-wake cycle, meaning they have a natural tendency to stay up later and wake later. Class start times that are delayed can help students get the rest they need, increase attendance, and enhance academic achievement. Overall, educational interventions for at-risk kids transferring to high school are essential for enhancing academic performance and assisting students through a difficult period. There are several interventions that can make a difference, including small class sizes, mentoring programs, and delayed class start times.

Rights

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Persistent Identifier

https://archives.pdx.edu/ds/psu/39584

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