Sentences with phrase «peers at their home schools»

They are a grade or two grade levels below their peers at their home schools.

Not exact matches

There are many reasons for teens to underperform at school, including a lack of motivation to do well, problems at home or with peers, poor work habits or study skills, emotional and behavior problems, learning disabilities (such as dyslexia), attention deficit hyperactivity disorder, mental retardation or below average intelligence and other medical problems, including anxiety and depression.

«Based on their responses, I may change my approach to socialization and early school skills at first, because some kids who have stayed home with a parent and haven't interacted with peers much don't know general school rules such as sharing, waiting in line, not touching others, and not talking when someone else is.

The long term effects of untreated anxiety in children can result in impairment in school functioning, in peer group functioning, and in functioning at home with parents and siblings.

Kids face peer pressure and stress at school and then there are rules at home that they have to toe the line with.

Through a series of audio programs and a workbook which includes neuropsychological exercises (brain training), relaxation and biofeedback, behavior modification programs and cognitive behavioral, and motivational training, children can improve behavior at home, achievement at school, improved peer relationships, and self - esteem.

For those teen boys who aren't fortunate enough to have opportunities for character growth at home, there are plenty of opportunities at school, community activities, peer groups and more.

The focus in this fun and entertaining experiential workshop is on using drawings and art techniques to gain a better understanding of clients» perceptions of themselves at home, school and work and to examine their relationships with family members, teachers, and peers.

This year has been a year of great independence — Tyler began first grade, joined the French Immersion Program that requires him to complete his homework independently, speaks a language that neither of his parents understand, runs around the neighborhood alone calling for friends, plays independently at home with his sibling and peers, and generally has a whole life at school and on the playing field that feels mostly separate from his father and me.

If you are a parent of a child who seems to think differently, act differently, and learn differently from other children — and you are wondering if ADHD may be contributing to difficulties at home, in family interactions, at school or in peer relationships — be sure to talk with your pediatrician or other qualified healthcare provider.

«When it comes to the best education policies we should look at the evidence and we've got some very good evidence close to home: look at the transformation of schools in London,» the Conservative peer continued.

Schools Superintendent Kriner Cash says the computers and systems can help students accelerate their learning to catch up with their peers, especially their suburban peers who live in worlds filled with technology and equipment at home and classrooms working electronically with the homes.

Children who are victimised both at home and by school peers are even worse off — being four times more likely to develop psychotic disorders than those not involved in bullying at all.

How are people swayed by peer pressure in the work place, at home, in their school or community?

Synopsis: Carrie White is a lonely and awkward teen who is constantly bullied at school by her peers, and beaten at home at the hands of her religious mother.

Teenaged members of the YAB and their peers posted on Twitter and Instagram about social and ethical challenges they struggle with at school, at home, or with friends.

JK: The reality is that once children reach school - going age, students spend more of their waking hours with their teachers and peers in schools than they do with their parents at home.

Taking all these results together, one implication stands out above all: That schools bring little influence to bear on a child's achievement that is independent of his background and general social context; and that this very lack of an independent effect means that the inequalities imposed on children by their home, neighborhood, and peer environment are carried along to become the inequalities with which they confront adult life at the end of school.

In addition to knowing how children from troubled homes affect their peers through interaction with their cohort at school, one may also wish to know the precise way in which the troubled families cause the peer effects.

Not only does this have an impact on their home life, but also their relationships with their peers and their performance at school.

A direct measure of family social background would be better than one that mixes in such factors as books in the home and the quality of peers at school.

America Achieves» contribution is to group students by social and educational «advantage» into four quarters, using an index based on such items as a poverty indicator, educational environment at home, and quality of peer group at school.

Still others target their classmates as a way of venting frustration with problems at home or problems in school (learning problems or peer rejection, for example).

It takes place across multiple mediums — at home, after school, in the community and in the workplace — along with peers, mentors, parents, educators, and community members.

The inequalities of the national digital divide are well known — English language learners (ELLs) are far less likely to have computers and Internet access at home than their mainstream peers, and they are much less likely to have access to online technology beyond drill - and - skill testing programs in their schools.

The technique is especially useful in special education classrooms, as children with learning disabilities may also have behavior problems or disorders, such as attention - deficit hyperactivity disorder, that can cause them to be disruptive at school, at home or in their interactions with friends and peers.

If we want low - income students from less - educated families to get the same kind of high school education their more affluent peers are getting, we need to give them access to the same knowledge those peers are taking in at home.

The idea of locating discipline problems in areas beyond the individual student, such as trouble at home, conflicts with peers, or disengagement from academics, is critical to improving school culture.

Her experience is varied and includes developing and implementing training programs for dog owners and veterinary professionals; working as a research assistant on several canine behavioral genetics projects at the Center for Neurobiology and Behavior, at the University of Pennsylvania's School of Medicine, Department of Psychiatry; serving as editor for a scientific working group tasked with establishing consensus - based best practices for the use of canine / handler detection teams and setting standards for their certification; serving as the first editorial assistant for the Journal of Veterinary Behavior: Clinical Applications and Research; co-authoring more than 10 peer - reviewed publications and owning and operating a home - based editing business.

For instance, Shahzia Sikander, born in Pakistan in 1969 and educated at the National College of Arts in Lahore and at the Rhode Island School of Design in Providence, decided to learn the traditional techniques of Persian and Indian miniature painting as an act of defiance, because miniature painting was scorned by her teachers and peers at home.

ODD can range in severity from (I) mild where symptoms only occur in one setting such as home, school, work or around peers; (ii) moderate where symptoms occur in at least two settings; (iii) to severe where symptoms occur in three or more settings.

The findings provide further evidence that adolescent peer aggression must be taken seriously both at school and at home, and suggest that a suicide prevention and intervention component is essential within comprehensive bullying response programs implemented in schools.

The focus in this fun and entertaining experiential workshop is on using drawings and art techniques to gain a better understanding of clients» perceptions of themselves at home, school and work and to examine their relationships with family members, teachers, and peers.

The study found that daughters of working mothers went to school longer, were more likely to have a job in a supervisory role, and had 23 % more income compared with their peers who were raised by stay - at - home mothers.

For most children, these developmental tasks are accomplished at home, in the school, and in the community with the help and support of parents, siblings, peers, teachers, neighbours, shopkeepers, ministers, etc..

Surviving the Emotional Roller Coaster offers evidence - based techniques to help you regulate your emotions and find balance in all areas of life - whether it's at home, at school, or with friends and peers.

When your child only expresses negative emotions in your presence Many parents report that their children do not act out at school, daycare, the other parent's home, in front of peers, etc..

Life can be hard, whether it be difficulties at work, school, home, relationships, with peers, an illness or many other ways.

Improving Communication Skills within your family dynamics at home, and with peers at work or school to gain a better understanding and acceptance of yourself and others.

We will work in a creative and child - centered play space to help your child grow and be become successful at home, school and with peers.

Harwood Announces — A total of 50 announcements he makes at home, school, and in his peer group (i.e. «Everybody picks on me», «Piss off», «You're just a girl»)

The MDI is designed to be administered as a large - scale, population - level measure so that stakeholders in communities and schools can obtain representative data on children during middle childhood on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and adults at school, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sschool, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sSchool Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - schoolschool.

The remaining 108 items assessed a range of child mental health and well - being constructs, including: Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at home, school and in the community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity - Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic - Like Experiences, Personality, Self - esteem, Daytime Sleepiness and Connection to Nature (engagement with natural environment).

Sense of support and belonging with adults at home, at school, and in the neighborhood / community, number of important adults at school, characteristics of the important adults in school, availability of safe places in the community for children, availability of programs for children, peer belonging, friendship intimacy

The MDI was designed to assess child well - being inside and outside of school on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and to adults at school, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well - being, and (5) Constructive use of time after sschool on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and to adults at school, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well - being, and (5) Constructive use of time after sschool, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well - being, and (5) Constructive use of time after sSchool experiences, (4) Physical health and well - being, and (5) Constructive use of time after schoolschool.

These co-occurring problem behaviors include conduct problems at home and at school, oppositional behavior, delinquency, associating with antisocial peers, aggressive and violent behavior, and risky sexual behavior.

Our teen counseling firm has been helping young people develop healthy strategies when dealing with self - esteem, peer pressure, depression, stress, school problems and problems at home for over 15 years.

The child's frustration can then appear in the form of academic problems at school or behavioral problems with peers or at home with the family.

Multisystemic therapy (MST) is an intensive family - and community - based treatment program designed to make positive changes in the various social systems (home, school, community, peer relations) that contribute to the serious antisocial behaviors of children and adolescents who are at risk for out - of - home placement.

«Your child is navigating the world of peer influence, demands at home and at school.