If an Adolescent Begins To Fail in School...

"How was school today?" Carol's mother asked tentatively."Awful!" was the reply as Carol dropped her backpack in the middle of the kitchen floor and started stomping up the stairs to her bedroom. "It was the worst day ever. I don't know why you even bother to ask me!" Carol's mother sighed. She had expected that the teen years would be difficult, but she hoped that Carol would grow out of this difficult time soon.

Is this simply a "phase?"

Many teens experience a time when keeping up with school work is difficult. These periods may last several weeks and may include social problems as well as a slide in academic performance. Research suggests that problems are more likely to occur during a transitional year, such as moving from elementary to middle school, or middle school to high school (Baker & Sansone, 1990; Pantleo, 1992). Some adolescents are able to get through this time with minimal assistance from their parents or teachers. It may be enough for a parent to be available simply to listen and suggest coping strategies, provide a supportive home environment, and encourage the child's participation in school activities. However, when the difficulties last longer than a single grading period, or are linked to a long-term pattern of poor school performance or problematic behaviors, parents and teachers may need to intervene.

Identifying Adolescents Who Are at Risk for Failure

Some "at-risk" indicators, such as those listed here, may represent persistent problems from the early elementary school years for some children (Jacobsen & Hofmann, 1997; O'Sullivan, 1989). Other students may overcome early difficulties but begin to experience related problems during middle school or high school. For others, some of these indicators may become noticeable only in early adolescence. To intervene effectively, parents and teachers can be aware of some common indicators of an adolescent at risk for school failure, including:

• Attention problems as a young child--the student has a school history of attention issues or disruptive behavior.

• Multiple retentions in grade--the student has been retained one or more years.

• Poor grades--the student consistently performs at barely average or below average levels.

• Absenteeism--the student is absent five or more days per term.

• Lack of connection with the school--the student is not involved in sports, music, or other school-related extracurricular activities.

• Behavior problems--the student may be frequently disciplined or show a sudden change in school behavior, such as withdrawing from class discussions.

• Lack of confidence--the student believes that success is linked to native intelligence rather than hard work, and believes that his or her own ability is insufficient, and nothing can be done to change the situation.

• Limited goals for the future--the student seems unaware of career options available or how to attain those goals.

When more than one of these attributes characterizes an adolescent, the student will likely need assistance from both parents and teachers to complete his or her educational experience successfully. Girls, and students from culturally or linguistically diverse groups, may be especially at risk for academic failure if they exhibit these behaviors (Steinberg, 1996; Debold, 1995). Stepping back and letting these students "figure it out" or "take responsibility for their own learning" may lead to a deeper cycle of failure within the school environment.