Sentences with phrase «risk of academic problems»

Baker thinks this kind of information could ultimately help teachers and guidance counselors figure out not only which students are at risk of academic problems but also why they are at risk and what can be done to help them.

Not exact matches

What's usually the case is the problem can't be solved in a way that keeps the current companies at the top of the charts, keeps the current academic «experts» at the top of their fields, and keeps the current venture capitalists on top of all risks.

When children come from homes where there is abuse, domestic violence, an incarcerated parent, or a parent with drug or mental health problems, they don't get that kind of attention and suffer the consequences: higher risks of later - life depression, adolescent pregnancy, alcoholism, drug use, and poor academic performance.

The good news is that with early intervention, special education, and tutoring, the risk of cognitive and academic problems can be reduced, as can the severity of a learning disability.

This drive for academic achievement leads to high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep on school nights to well below the recommended eight to ten hours of sleep, putting students at risk of cognitive and psychological problems.

«Behavior issues in early elementary school have long - term implications, so early intervention is needed to support children at risk for academic problems,» said Sandee McClowry, the study's senior author and a professor of applied psychology at NYU Steinhardt.

I have weekly meetings with the teams to discuss an array of topics including academics, after - school tutoring for at - risk students, behavior problems, parent concerns, truancy, curriculum mapping, and tri-annual online reading and math test results.

We studied the effects on two groups of at - risk children: those whose mothers had less than a four - year college degree and those who had displayed significant behavioral, social, and / or academic problems.

Common sense seems to track with the data: Kids who operate within safe spaces and practice regular self - reflection are more likely to take academic risks, engage in collaborative problem solving, and be aware of their own strengths and weaknesses.

Through that effort, students» reading scores on the Texas Assessment of Academic Skills (TAKS) rose, student attendance increased, no at - risk student dropped out, and there were many fewer disciplinary problems.

• Allow them to specialize in teaching students at risk of academic failure, including children with disabilities or severe behavioral problems.

Grade retention that results from narrow measures of academic preparedness can increase student risk for problems in school, including increased drop - out rates, and even when the student is promoted, the use of such assessments to sort students creates tracks within grade levels that reflect racial, ethnic, and social - class differences and that function to direct entire categories of students toward low - wage jobs or incarceration.

It is important to appreciate that the risk of low academic performance and challenging behaviors does not reside solely within the child or family — instructional, classroom and school variables can and do contribute to academic problems.

This unsupervised time puts children at risk for negative outcomes such as academic and behavioral problems, drug use and other types of risky behavior, yet schools with a need to slash costs in an era of constrained budgets often choose to scrap their afterschool programming.

In a new publication entitled «Applying Goal - Based Investing Principles to the Retirement Problem», EDHEC - Risk Institute and Professor John Mulvey of the Operations Research & Financial Engineering Department at Princeton University outline the shortcomings of existing retirement products, and lay the academic foundations for a new generation of risk - controlled target - date funds (TDRisk Institute and Professor John Mulvey of the Operations Research & Financial Engineering Department at Princeton University outline the shortcomings of existing retirement products, and lay the academic foundations for a new generation of risk - controlled target - date funds (TDrisk - controlled target - date funds (TDFs).

In regard to child welfare system involvement, Barth and colleagues (2001) have suggested that the overrepresentation of African - American children may be due to their increased need for child welfare services due to the many poverty - related risk factors that they experience, such as substance abuse, mental health problems, and academic underachievement.

While divorce may put children at more risk of developing relationship, academic and substance abuse problems, attributing the increased risk to divorce is misleading.

The increase in the risk of cardiovascular disease associated with high blood cholesterol is comparable in many respects to the increase in the risk of behavioral, emotional, and academic problems associated with growing up in a single - parent household.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

Academic problems may precede DSH / SA, or they may both be caused by the same set of underlying risk factors.

The intervention sought to reduce specific empirically identified risk factors for adolescent health and behavior problems: persistent physically aggressive behavior in the early elementary school grades,9 - 11 academic failure, 12 and poor family management practices including unclear rules, poor monitoring of behavior, and inconsistent or harsh discipline.13, 14 Because being raised in poverty increases risk for crime, school failure, and school dropout,15 - 17 effects of the intervention on children from low - income families were of particular interest.

Membership in a single - parent family or stepfamily is associated with increased levels of significant behavioral, emotional, and academic problems in children.1, 2 The mechanisms underlying this connection are likely to involve, among other factors, financial adversity, increased stress directly related to family transitions, and increased exposure to additional psychosocial risks.3, 4 Compared with the extensive research base connecting family type (ie, membership in a 2 - parent biological family, stepfamily, or single - parent family) and children's psychological adjustment, little is known about the physical health consequences of membership in diverse family types.

Professor Prinz argues that the parenting - focused aspects of child maltreatment prevention can extend beyond the original goal, including the prevention of childhood social, emotional, and behavioural problems; the reduction of risk for adverse adolescent outcomes (such as substance use, delinquency and academic failure); and parental engagement for school readiness.

Some children who have additional needs resulting from chronic illness, intellectual disability, or behaviour or developmental difficulties might be more at risk of developing academic problems or difficulties with relationships at school.

Attention - deficit hyperactivity disorder (ADHD) affects 3 % — 5 % of children and young people under 18 years old.1 The core symptoms include inattention, impulsivity and hyperactivity leading to significant impairments in academic and social function and increased risk of substance misuse, unemployment, criminality and mental health problems.2 3 Early treatment is crucial to improve symptoms and reduce the burden on the family and wider social and healthcare systems.4 With the increasing rates of diagnosis of ADHD, spending on ADHD medication has increased sevenfold between 1998 and 2005,5 and expenditure on medication treatment costs in the UK is now estimated at # 78 million per year.5 6 This has placed increasing financial burden on health services and highlighted the need for more efficient and cost - effective services to diagnose and treat the condition.

Children who have psychological problems early on tend to have higher rates of substance misuse, aggression, risk - taking behavior, and academic challenges than their peers.

Although many children of unwed couples flourish, research has shown that, on average, they are at higher risk of living in poverty and of developing social, behavioral, and academic problems than are other children.

Statistical analyses revealed a single self - regulation factor for this high neonatal risk sample, and this self - regulation factor mediated associations between early sociodemographic risk and mothers» ratings of academic competence and externalizing problems.

To sum up, existing literature highlighted the strong relationship between low self - concept in academic domains and increased risk of developing behavioral problems.

Child risk factors such as behavioral and mental health problems (overt and covert aggression, autism spectrum disorder, oppositional defiant disorder, criminality or delinquent behavior, depression, school failure, lack of social and academic skills, etc.); family and parental problems such as parental depression, substance use disorder, and criminality, or family violence and child maltreatment and sexual abuse.

Previous studies have found that children's negative academic self - concept increases the risk of behavioral problems affecting their quality of life beyond school - age (Harter, 1993; Marsh and O'Mara, 2008).

The identification of early risk factors is crucial to prevention and early intervention efforts that have the potential to attenuate the long term emotional, social, and academic problems associated with aggressive victim status.

This allowed us to identify the role of ADHD in academic problems beyond the effects of other risk factors.

Common sense seems to track with the data: Kids who operate within safe spaces and practice regular self - reflection are more likely to take academic risks, engage in collaborative problem solving, and be aware of their own strengths and weaknesses.

Importantly, however, beyond the effects of ADHD, we found two other academic risk factors predicted students» academic problems: lower prior achievement and specific learning disability in mathematics, reading, and / or writing.

Strengthening Families Program (SFP)(PDF - 254 KB) National Resource Center for Permanency and Family Connections (2014) Provides a brief overview of the Strengthening Families Program, a family skills training program designed to increase resilience and reduce risk factors for behavioral, emotional, academic, and social problems in children.

His primary research interests include the development and prevention of child antisocial behavior and related problem behaviors, such as substance use and abuse, academic failure, and high risking sexual behavior; Coercion Theory; the development of preventive interventions for incarcerated parents, their children, and the caregivers of their children; early childhood education and intervention; youth mentoring; preventive interventions for physical health problems; and the development and prevention of adjustment problems during adulthood, including substance abuse, intimate partner violence, and suicidality.

Pre-school hyperactivity / inattention and conduct problems carry risk of worse academic outcomes at 16.

Attention deficit / hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual's life, including academic difficulties, 1 social skills problems, 2 and strained parent - child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their families.

Postnatal depression, particularly in disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship as well as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.

Latent profiles of problem behavior within learning, peer, and teacher contexts: Identifying subgroups of children at academic risk across the preschool year.

Comorbidity of hyperactivity — impulsivity — inattention and conduct problems: Risk factors in social, affective, and academic domains

These two studies underscore the importance of both academic and cognitive factors for understanding possible developmental pathways linking sleep to adolescent behavior problems and risk - taking.