What are some of the effective interventions or referrals for students at risk of dropping out or failing?

Proper guidance, effective evaluation plans, 2-3 times discussion with the poor performing students per semester helps alot to reduce the drop out chances. Teachers must be fair enough to discuss their concerns in terms of any possible sense. Basic part of teaching is to promote understanding, behavioral modifications and comprehending capacities. Some teachers feels pride that they are too difficult and scientific that most of the students couldn't perform good in their class. This is something that should be controlled by deans, directors, HODs, and university management authorities. Mental peace and health is fundamental for learning. So teachers should maintain constructive environment to facilitate learning.

So many students arrive at college, bright, hard-working, talented, accomplished, and yet, underprepared for how college is different. Those differences can be navigated by deploying specialized skills and strategies. Most students can cultivate the necessary skill-set but often are surprised and disappointed, because they don't anticipate challenge and/or are ill-equipped to recover from the setback. Data-informed programming and outreach should be developed and offered to incoming students to help them develop/refine skills that will support a smoother navigation of college and the transition to/through young adulthood.

Ensuring that students understand the communication pathways is key to mitigating some of these risks. If an institution can employ a community of care model that includes multiple eyes on the student (instructors, advisors, housing staff, etc.), and if the community of care is aware of how to share information with each other, it builds a net to catch students. Similarly, making sure that students understand the communication pathways and providing opportunities to build trust can help increase the likelihood that students will seek support in the face of challenge.

The risk factors of failing out of law school are often heightened by the institution's failure to provide courses on skills that would help students thrive academically and in the profession the students are preparing for. When we teach students how to teach themselves, we open doors in every capacity of their lives that they take with them as they enter their profession. Knowing you can teach yourself anything gets you through to the other side when it gets tough in school or the real world. Lifting our students, showing them we believe in them, and teaching a growth mindset is where it's at!

Effective interventions for students at risk of dropping out or failing often involve a multi-pronged approach. Academic support i.e., tutoring and after-school programs, can address specific learning gaps and improve academic performance. Social-emotional learning programs can help students develop essential skills like self-regulation, problem-solving, and conflict resolution, fostering resilience and positive school climate. Addressing potential barriers like poverty, homelessness, or food insecurity through partnerships with community organizations can provide crucial support systems for these students. Early identification and intervention are key with personalized approach that considers each student's unique needs and circumstances.

Graduate students present another challenge. Often, given a shorter program duration (~2yrs), it is even more critical to identify those who are struggling, as early as possible. Once identifed, a customized and comprehensive plan of support should be created with the student, to ensure it covers all areas to provide a holistic solution. Frequent assessment is critical to success.

In acclerated courses, having methods and technology to assist with early alert notifications from faculty and other staff that interact with students is so valuable. They can provide real-time referrals, rather than relying on other data points, which at times can be lagging.

Paying attention to students behaviors in class is key to early interventions. Students who appear withdrawn are likely facing personal difficulties (e.g., mental health distress, family challenges, loss of a close friend/family member). Reaching out to the student and helping them connect with appropriate resources can help them get back on track or help them recognize the severity of their personal challenge and get the assistance they need right away.

Early identification involves monitoring academic performance, attendance, and behavior, using data analytics or software. Regular check-ins and open communication with students also help assess challenges. Collaborating with teachers and counselors enables timely interventions or referrals to support services for at-risk students, reducing dropout and failure rates.

Early identification is key, but students, especially those at risk, don't always know what programming they need, if it is not mandatory or encouraged, or if programming exists to equal the playing ground. Instead of being reactive and monitoring grades, attendance, and participation, institutions should take a more proactive approach and offer programming, student organizations, classes, or workshops that address the factors they know will affect their student's performance.

As an academic advisor, I view myself as the point person for students to be directed to the help they need. While I may not be able to answer their question directly, I usually know exactly which office or person they should connect with. Sometimes the student is hesitant to reach out themselves to someone unfamiliar to them, so I will email the student and the resource to begin an introduction. To help bolster my relationship with my advisees, I take the time to get to know them individually as well as tell them about myself. This relationship building is key because when they are in need of help, they do not hesitate to reach out.

Sometimes, more than information on advising, offering policies, and explaining requirements, students simply need to be heard. They need to know they have a safe place to unload the things that have put them in their current situation. Once their feelings have been addressed and you understand why they are at risk, it's the opportune time to offer strategies to enhance or remedy their academic performance.

Utilize early assessment, individualized support, mentorship, resource navigation, continuous monitoring, collaboration with educators and families, empowerment, and follow-up to ensure successful interventions or referrals for at-risk students.

More schools should focus less on singling out “at risk” students and more on programming addressing academic and professional failure and missing goals, and how to respond with grace, emotional intelligence and a fierce plan to get back on track. We’re missing opportunities to show students that failure is the biggest part of growth. That failure is normal and natural.

Yes! Simply making referrals is not enough. We need to be very good at "warm handoffs," and it is especially important when working with our more at-risk populations. They do not often take action from referrals, so we sometimes need to take the first steps with the student to ensure they get the services they need to be successful.

Identify referral services by collaborating with school counselors, mental health professionals, community organizations, and government agencies. Utilize resources like online directories, professional networks, and consultations to match student needs with appropriate intervention programs and support services.

Institutions must proactively engage with at-risk student groups. It is great that the research specifies key risk factors of student attrition & that there’s information that identifies specific vulnerable populations. However, institutions must use the information for programming that minimizes barriers before they become an issue. Students & academic advisers can know about the resources & campus stakeholders, but the culture of the institution will serve as the catalyst for how often students use institutional resources for their benefit. Additionally, faculty involvement has been found to vastly help students feel a sense of belonging necessary for their academic persistence.

Strategies for active learning and student engagement encourage and facilitate students' active participation in their own education. Collaboration, micro-learning, conversation, and two-way interaction are some of these tactics. Other strategies are student involvement and choice, effective feedback, peer assessment, and goal setting. Teachers must furnish students with tools and strategies to organise themselves and any novel material; methodologies to employ when engaging in reading, writing, and mathematics; and methodical procedures to adhere to when completing assignments or self-reflecting on their educational progress in order to optimise their effectiveness.

En mi experiencia, las circunstancias del pre-abandono de los estudios tienen un fuerte componente afectivo. Hay que dotar al alumno de un entorno en el que se sienta cómodo para expresar sus miedos, y su interlocutor debe estar preparado para escuchar sin juzgar, ayudando al alumno a identificar claramente los motivos de esa decisión. A menos que el problema sea económico o de salud y no se le pueda ayudar significativamente, podemos trabajar la confianza del alumno en sí mismo, tanto para superar sus miedos como para remontar sus calificaciones si ya existe un resultado negativo. O bien ayudarle a buscar su verdadera vocación, si es necesario.

Instead of asking experts in the field and professors for guidance, we should assess what students in the same situation are doing. What factors or actions put students at risk, and what factors or actions make students at the institution thrive? This takes time, but ultimately yields helpful information for at-risk students. I conducted a qualitative phenomenological study to uncover how students thrive in law school. Instead of offering my experience in law school 20 years ago, I teach students what other successful students--in their shoes right now--are doing. No two people learn the same, so we should not expect our limited experiences to be the answer! Open the world up for your students!