Exploring the need for additional support for vulnerable students transitioning from middle to high school.
Date
2023-08
Authors
Reeves-Allen, Courtney Danielle
Major Professor
Advisor
Lind, Linda
Applegate, Mollie
Gilchrist, KJ
LaWare, Maggie
Committee Member
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Abstract
At-risk students and the high school dropout rate remain an obstacle for many schools across the United States. Unfortunately, by the time students drop out, schools can no longer intercede in helping these students graduate. This study examined the reasons students become at-risk and possible interventions that schools can employ before students leave. Due to personal and professional experiences, this study looks to analyze the delicate period between middle and high school, where academic and social expectations become quite serious and “real” in ways they never have before. Built on a theoretical framework that includes Behaviorism, Expressive Trauma Integration, and Anomie, this study discovered a Vulnerable Students Paradigm that applies to the various transitions in which at-risk students struggle. Through an extensive review of current literature and the analysis of a panel interview with educators, this study hopes to contribute insight and systematic strategies that school districts and teachers can use to make the transition from middle to high school more seamless for our most vulnerable students.
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thesis