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ERIC Number: ED415001
Record Type: Non-Journal
Publication Date: 1997-Oct
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
If an Adolescent Begins To Fail in School, What Can Parents and Teachers Do? ERIC Digest.
Robertson, Anne S.
Many teens experience a time when keeping up with school work is difficult. Some adolescents are able to get through this time with minimal assistance from their parents or teachers. However, when the difficulties last longer than a single grading period or are linked to a long-term pattern of poor school performance, parents and teachers may need to intervene. To do so effectively, parents and teachers need to be aware of some common indicators of an adolescent at risk for school failure, including attention problems as a young child, multiple retentions in grade, poor grades, absenteeism, lack of connection with the school, behavior problems, lack of confidence, and limited goals for the future. Schools that develop programs that ease transitions for students may be able to reduce student failure rates. Parenting style may also have an impact. When the authoritative style is used--in which parents offer warmth and support in addition to limit-setting and supervision--the adolescent may be more likely to experience academic success. When an adolescent is having difficulty, parents and teachers can assist by making the time to listen to and try to understand the teen's fears or concerns; setting appropriate boundaries for behavior that are consistently enforced; encouraging the teen to participate in school activities; attending school functions; and meeting as a team, including parents, teachers, and school counselor, asking how they can support the teen's learning environment, and sharing their expectations for the child's future. Parents and teachers can also help by arranging tutoring or study group support for the teen; providing a supportive home and school environment; helping the child think about career options; encouraging the teen to volunteer in the community or to participate in community groups to provide an out-of-school support system; and emphasizing the importance of study skills, hard work, and follow-through. Contains 11 references. (LPP)
Publication Type: Guides - Non-Classroom; ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.