I am a principal at an elementary school in NC. We are a "majority-minority" school and we have a FRL (free and reduced lunch rate) of approximately 70%. Recently, I have spent some time researching at-risk students at the elementary level. I have also paid particular interest to what teachers report as action steps which work to move students forward at a rapid rate and positively impact the school day for both students and teachers alike.
I recently came across the following article: Critical Issue: Providing Effective Schooling for Students at Risk. I was particularly interested in one of the subtitles from this page, "ACTION OPTIONS: Educators can take the following actions to provide effective schooling for students." Many different topics were referenced, as you can imagine: - join with parents and community members
- professional development
- positive school climate
- standards and accountability
I agree with most of these recommendations. However, I always wish that we had access to more of the specifics that come along with moving students forward and running schools in an extremely student-centered, progressive manner. For example, no one in education would disagree with the need and importance of a positive school climate. However, what I hear people wanting is items that can be implemented and replicated which lead to the positive school climate.
In the end, I always go back to relationships. I know from experience and research that relationships matter and they change lives. Having a meaningful, significant relationship with a student impacts their behavior, their attitude, their work, and so much more. In addition, a meaningful relationship will also last longer and yield more positive benefits than those which can be contained within a 180-day school year.
Again, many things were shared in the article, and several school stakeholders were involved. My questions to you as a stakeholder in elementary education…
- What surprises you from the list?
- What do you agree with from the list?
- As a practitioner, what would you add to the list?
- What suggestions and recommendations would you offer to elementary teachers who work with at-risk students?
- What suggestions and recommendations would you offer to elementary administrators who work to support those who teach at-risk students?
Dr. James Davis serves on the NCAEE Board. He received his doctorate in Curriculum and Instruction with a concentration in Urban Education from the University of North Carolina at Charlotte. Dr. Davis has taught and worked as a school administrator for 14 years in North Carolina. He currently lives in North Carolina where he is a Principal in Cabarrus County and an adjunct professor with UNC Charlotte.
