What to Do If Your Teen Begins To Fail
NewsChannel 11 kcbd.com
March 06, 2009
Many teenagers experience times when keeping up with schoolwork is difficult. These periods may last for several weeks and may result in social problems as well as a decline in academic performance.
Some adolescents get through these difficult times with minimal
assistance from their parents or teachers. It may be enough for
parents to listen to the teenager’s problems and suggest coping
strategies, provide a supportive home environment, and encourage
the teenager’s participation in extracurricular school
activities.
However, when the difficulties last longer than a single grading
period or are linked to a long-term pattern of poor school
performance or problematic behaviors, parents and teachers may need
to intervene.
Who's at Risk for Failure?
Some students may exhibit at-risk behaviors from the early
elementary school years on; others may overcome early difficulties
but could experience related problems during the middle or high
school years. Still others may not exhibit at-risk behaviors until
early adolescence.
To intervene effectively, parents and teachers need to know some
common characteristics of adolescents at risk for school failure.
These characteristics include:
Attention problems. The student has a history of attention
issues at school.
Poor grades. The student consistently performs at barely
average or below average levels.
Retentions. The student has been retained in one or more
grade levels.
Absenteeism. The student is absent five or more days per
term.
Lack of connection with school and community activities. The
student is not involved in sports, music, scouting, or other
extracurricular activities.
Behavior problems. The student may be disciplined frequently
in school or may show a sudden change in school behavior, such as
withdrawing from classroom discussions.
Lack of confidence. The student believes that success is linked
to natural intelligence rather than to hard work and that his or
her own ability is insufficient and cannot be changed or
improved.
Limited goals for the future. The student seems unaware of what
career options are available or of how to attain those goals.
When an adolescent exhibits more than one of these characteristics, he or she will likely need assistance from parents and teachers if he or she is to be successful in school. If parents and teachers step back and let these students "figure it out" or "take responsibility for their own learning,"this may lead to a deeper cycle of failure at school.
What Role Does Parenting Style Play?
Parenting style may affect a child’s school behavior. Many
experts distinguish among permissive, authoritarian, and
authoritative parenting styles. These parenting styles are
associated with different combinations of warmth and support, and
limit-setting and supervision for children.
The permissive style tends to emphasize warmth and support, and the
authoritarian style tends to emphasize limit-setting and
supervision. The authoritative style offers a combination of both
warmth and support and limit-setting and supervision, and it has
been identified as the parenting style that is more likely to
encourage academic success in adolescents. Authoritative parents
are warm and responsive but are also able to establish and enforce
standards for their children’s behavior, to monitor conduct, and to
encourage communication. Authoritative parents make it clear that
they expect responsible behavior from their children and that they
are available to support their children as needed.
How Should I Respond?
Parents often feel uncertain about how to approach their
adolescent or the school when their teenager seems to be having
difficulty. However, it is important to remember that adolescents
need their parents not only to set appropriate expectations and
boundaries, but also to advocate for them. Teachers can ease
parents’ concerns by including the parents as part of the student’s
educational support team. When an adolescent is having difficulty,
parents can help by:
Making time to listen to the
teenager’s fears or concerns and trying to understand them.
Setting appropriate boundaries for behavior that are consistently
enforced.
Emphasizing the importance of study skills, hard work, and
follow-through at home and in school.
Arranging tutoring or study group support for the teenager at the
school or in the community through organizations such as the local
YMCA or a local college or university.
Providing a supportive home and school environment in which
education is clearly valued.
Encouraging the teenager to participate in one or more school
activities.
Becoming more involved in school activities by attending school
functions, such as sporting events, concerts, science fairs, and
plays, to show their support for the school.
Meeting as a team with the student
and a school counselor to share their expectations for the
teenager’s future and to figure out how they can support his or her
learning environment.
Helping the teenager think about career options by arranging for
visits to local companies and colleges, providing information about
careers and vocational or college courses, and encouraging the
teenager to participate in an internship or a career-oriented
part-time job.
Encouraging the teenager to volunteer in the community or to
participate in community groups such as the YMCA, scouting, 4–H,
religious organizations, or other service-oriented groups to
provide an out-of-school support system.
Understanding the factors that may put an adolescent at risk for academic failure can help parents and teachers to determine if a student is in need of extra help or support. Being aware of common problems can help parents know when it is important to reach out to the student before a "difficult time" develops into a more serious situation.
Where Can I Get More Information?
The following organizations offer information about at-risk
students and about elementary and early childhood education:
ERIC Clearinghouse on Elementary and Early Childhood
Education
University of Illinois at Urbana–Champaign
Children’s Research Center
51 Gerty Drive
Champaign, IL 61820–7469
Toll Free: 800–583–4135
Phone: 217–333–1386
Fax: 217–333–3767
E-mail: ericeece@uiuc.edu
Web: http://www.ericeece.org/
NPIN Web: http://www.npin.org/
(National Parent Information Network)
National Clearinghouse on Families and Youth
P.O. Box 13505
Silver Spring, MD 20911–3505
Phone: 301–608–8098
Fax: 301–608–8721
E-mail: info@ncfy.com
Web: http://www.ncfy.com/
National Middle School Association
2600 Corporate Exchange Drive, Suite 370
Columbus, OH 43231
Toll Free: 800–528–NMSA (6672)
Phone: 614–895–4730
Fax: 614–895–4750
Web: http://www.nmsa.org/
(Information provided by Educational
Resources Information Center)
