Managing Stress for At-Risk Students

Autor/in	Spiegel, Ellen J.
Titel	Managing Stress for At-Risk Students
Quelle	In: Phi Delta Kappan, 98 (2017) 6, S.42-46 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721717696477
Schlagwörter	Stress Management; At Risk Students; Adolescents; Middle School Students; Nontraditional Education; Behavior Problems; Program Effectiveness; Truancy; Suspension; Attendance Patterns; Academic Achievement; Peer Relationship; Family Relationship; Emotional Development; Educational Environment; School Safety; Communication Skills; Massachusetts + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Non-traditional education; Alternative Erziehung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Ausschluss; Schulausschluss; Schulleistung; Peer-Beziehungen; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kommunikationsstil; Master-Studiengang
Abstract	The BRIDGE Alternative Middle School in Lowell, Massachusetts, serves students ages 12-16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement. Students referred to BRIDGE are often involved with the court system and/or with the state's Department of Children and Families, and many have been in and out of specialized hospital placements and residential or respite care facilities. When they arrive at BRIDGE, they tend not only to be struggling in school but also exhibiting problems at home or in the community. After enrolling at the BRIDGE, however, these same students reduce their suspension rates, increase their attendance, and improve their academic growth. The author shares the school's strategies for preventing and responding to problems that arise from stress, frustration, rage, and emotional dysregulation. Whether in an alternative setting or a more typical classroom, a number of small steps can lead to a significantly improved emotional climate and a more stable, healthy school culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01