{"id":46632,"date":"2019-01-23T11:46:06","date_gmt":"2019-01-23T19:46:06","guid":{"rendered":"http:\/\/world.edu\/?p=46632"},"modified":"2019-01-23T11:46:06","modified_gmt":"2019-01-23T19:46:06","slug":"why-its-wrong-to-label-students-at-risk","status":"publish","type":"post","link":"https:\/\/world.edu\/why-its-wrong-to-label-students-at-risk\/","title":{"rendered":"Why it\u2019s wrong to label students \u2018at-risk\u2019"},"content":{"rendered":"

\"\"
\nOf all the terms used to describe students who don\u2019t perform well in traditional educational settings,\u00a0few are used as frequently<\/a>\u2013 or as casually \u2013 as the term \u201cat-risk.\u201d<\/p>\n

The term is regularly used in\u00a0federal<\/a>\u00a0and\u00a0state<\/a>\u00a0education policy discussions, as well as\u00a0popular news articles<\/a>\u00a0and\u00a0specialty trade journals<\/a>. It is\u00a0often applied to large groups<\/a>\u00a0of students with little regard for the\u00a0stigmatizing effect<\/a>\u00a0that it can have on students.<\/p>\n

As education researcher\u00a0Gloria Ladson-Billings<\/a>\u00a0once said of the term \u201cat-risk,\u201d<\/a>\u00a0\u201cWe cannot saddle these babies at kindergarten with this label and expect them to proudly wear it for the next 13 years, and think, \u2018Well, gee, I don\u2019t know why they aren\u2019t doing good.\u2019\u201d<\/p>\n

My most recent encounter with the term \u201cat-risk\u201d came when I was tapped to review and\u00a0critique<\/a>\u00a0a draft report for the Maryland Commission on Innovation and Excellence in Education, also known as the \u201cKirwan Commission<\/a>.\u201d<\/p>\n

The Kirwan Commission, chaired by\u00a0William E. Kirwan<\/a>, a longtime higher education leader, was\u00a0created in 2016<\/a>\u00a0to make recommendations for improving education in Maryland. The initial draft of the Kirwan Commission report included a working group report called, \u201cMore Resources for At-risk Students.\u201d<\/p>\n

Fortunately, in this instance, commission members were aware of some common objections to using \u201cat-risk\u201d to categorize students and\u00a0publicly discussed<\/a>\u00a0the\u00a0limitations<\/a>\u00a0of using the term. Some of those objections included risk of social stigma to students and\u00a0lack of a uniform definition<\/a>\u00a0of \u201cat-risk.\u201d<\/p>\n

However, when it came to finding a better way to describe students who show lower levels of academic success because of nonacademic factors, such as poverty, trauma and lack of English proficiency, commission members were not sure what term to use.<\/p>\n

As an\u00a0outside consultant<\/a>\u00a0for the commission, I was asked to come up with an acceptable alternative word or phrase. As I argue in my forthcoming book, \u201cNo BS (Bad Stats): Black People Need People Who Believe in Black People Enough Not to Believe Every Bad Thing They Hear about Black People<\/a>,\u201d three things are essential to good decision making in education: good data, thoughtful analysis and compassionate understanding. What I have to say about the term \u201cat-risk\u201d will be based on those three things.<\/p>\n

Practical uses exist<\/strong><\/h4>\n

First, let\u2019s acknowledge that, paired with good data, \u201cat-risk<\/a>\u201d is practically useful and generally accepted in professional and academic settings. Used\u00a0effectively<\/a>, identifying risk and protective factors can help mitigate harm to students.<\/p>\n

For example, dating back to the 1960s, research about how\u00a0exposure to lead<\/a>\u00a0placed children at risk for cognitive impairments helped educators create\u00a0safer learning environments<\/a>\u00a0for students by removing lead from paint, toys and drinking water.<\/p>\n

Today, in educational\u00a0research<\/a>\u00a0and\u00a0practice<\/a>, educators\u00a0routinely use \u201cat-risk\u201d<\/a>\u00a0to classify students who do not perform well in traditional educational settings. However, the factors that determine \u201cat-risk\u201d are often either unknown or beyond the control of the student, caregiver or educational provider.<\/p>\n

As a scholar of counseling psychology \u2013 and as one who specializes in\u00a0counseling persons of black African ancestry<\/a>\u00a0\u2013 I believe that to designate a child \u201cat-risk\u201d for factors such as growing up in a single-parent household, having a history of abuse or neglect, or how much money their families make or their race or ethnicity \u2013 adds more chaos and confusion to the situation. Instead, compassion and care are what are needed.<\/p>\n

Never use \u2018at-risk\u2019 as an adjective<\/strong><\/h4>\n

Using \u201cat-risk\u201d as an adjective for students is problematic. It makes \u201cat-risk\u201d a category like honors student, student athlete or college-bound student. \u201cRisk\u201d should describe a condition or situation, not a person. Therefore, \u201cMore Resources for At-risk Students\u201d might more appropriately be \u201cMore Resources to Reduce Risk Factors for Students.\u201d<\/p>\n

Be specific<\/strong><\/h4>\n

Assessments of risk should be based on good data and thoughtful analysis \u2013 not a catch-all phrase to describe a cluster of ill-defined conditions or characteristics. If the phrase \u201cat-risk\u201d must be used, it should be in a sentence such as: \u201c\u2018This\u2019 places students at risk for \u2018that.\u2019\u201d If the \u201cthis\u201d and \u201cthat\u201d are not clearly defined, the \u201cat-risk\u201d characterization is useless at best, and harmful at worst. But when these variables are clearly defined, it better enables educators and others to come up with the solutions needed to reduce specific risk factors and improve outcomes.<\/p>\n

Skip the alternatives<\/strong><\/h4>\n

Common alternatives to \u201cat-risk\u201d include \u201chistorically underserved,\u201d \u201cdisenfranchised\u201d and \u201cplaced at-risk.\u201d These indicators acknowledge that outside forces have either not served the individual student or population well, or have assigned the at-risk label to unwitting subjects.<\/p>\n

These phrases move the conversation in the right direction. However, using these phrases still comes up short because they obscure the problem. For example, research suggests that\u00a0child abuse<\/a>,\u00a0poverty<\/a>\u00a0and\u00a0racism<\/a>\u00a0can place students at risk. However, different strategies can lessen each risk. When the risk factors are more clearly identified, it puts educators and others in a better position to strategically confront the issues that impede student learning. It also better enables educators and others to view the individual student separately and apart from the particular risk.<\/p>\n

Some have suggested replacing the term \u201cat-risk\u201d with \u201cat-promise<\/a>.\u201d While well-intended, the problem I see with that is it could easily be seen as a condescending euphemism for the term it was meant to replace.<\/p>\n

The best alternative for \u2018at-risk\u2019<\/strong><\/h4>\n

In my book, I describe an in-service training for staff members of a public high school, in which I asked the participants to describe the neighborhoods of their students. I heard phrases like \u201ccrime-ridden,\u201d \u201cbroken homes\u201d and \u201cdrug-infested.\u201d I then asked if anyone grew up in neighborhoods that had similar characteristics. After several raised their hands, I asked, \u201cHow did you grow up in such a neighborhood and still become successful?\u201d This question spurred a more meaningful discussion about the neighborhoods where students are from. It was a discussion that considered community assets \u2013 such as hope and resilience \u2013 against a more thoughtful examination of community challenges.<\/p>\n

Every student has a combination of risk and protective factors among their friends, in their homes, schools and neighborhoods. These factors can help or hurt their academic potential. Students who live in poverty, or have been assigned to special education, or have a history of trauma, or who are English learners, may or may not be \u201cat risk\u201d depending on their respective protective factors. But when students are labeled \u201cat-risk,\u201d it serves to treat them as a problem because of their risk factors. Instead, students\u2019 unique experiences and perspectives should be normalized, not marginalized. This reduces a problem known as\u00a0\u201cstereotype threat,\u201d<\/a>\u00a0a phenomenon in which students perform worse academically when they are worried about living up to a negative stereotype about their group.<\/p>\n

For all these reasons and more, I believe the best alternative to describe \u201cat-risk students\u201d is simply \u201cstudents.\u201d For what it\u2019s worth, the Kirwan Commission agrees. The commission recently\u00a0revised its call<\/a>\u00a0for \u201cMore Resources for At-risk Students\u201d to \u201cMore Resources to Ensure All Students are Successful.\u201d<\/p>\n

Author Bio:<\/strong> Ivory A. Toldson is a Professor of Counseling Psychology at Howard University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Of all the terms used to describe students who don\u2019t perform well in traditional educational settings,\u00a0few are used as frequently\u2013 or as casually \u2013 as the term \u201cat-risk.\u201d The term is regularly used in\u00a0federal\u00a0and\u00a0state\u00a0education policy discussions, as well as\u00a0popular news articles\u00a0and\u00a0specialty trade journals. It is\u00a0often applied to large groups\u00a0of students with little regard for the\u00a0stigmatizing […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":46633,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[269067],"coauthors":[11733],"class_list":["post-46632","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-at-risk-students"],"acf":[],"yoast_head":"\nWhy it\u2019s wrong to label students \u2018at-risk\u2019 - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/why-its-wrong-to-label-students-at-risk\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Why it\u2019s wrong to label students \u2018at-risk\u2019 - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Of all the terms used to describe students who don\u2019t perform well in traditional educational settings,\u00a0few are used as frequently\u2013 or as casually \u2013 as the term \u201cat-risk.\u201d The term is regularly used in\u00a0federal\u00a0and\u00a0state\u00a0education policy discussions, as well as\u00a0popular news articles\u00a0and\u00a0specialty trade journals. 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