In over 30 years of teaching math to boys who have been removed from their homes for behavior problems, my most consistent realization is that these behaviors are learned through their life experiences. My success with these students relies on understanding their worldview and developing a relationship that contains the love and trust necessary for normal human happiness.

It is often difficult to form a relationship with at-risk students. They may have never experienced a trusting, loving relationship with someone outside their family (and perhaps with no one.) Many adults in schools have merely tried to control them. We must go beyond our roles and relate to them with openness, honesty and integrity; guiding them to learn new behaviors that will lead to their success.

For most of these students, we know from the moment we meet them and their families, that without our help, they will have difficulty in school, in their personal lives and in their communities. Success for them relies on our ability to form trusting student and family relationships. The School Improvement Process, as it is explained on this website, outlines the necessary components. There are, however a couple things I want to add.

Our separation of at-risk students into “Special Education” or “Alternative Education” often does not serve them well. Not only do they lose peer role models for success, but also professional educators and other students lose the opportunity to develop the skills necessary for including them in the constellation of relationships that is the foundation of a robust, caring community of learners.

We know there will be challenges ahead, we must plan and prepare for success with these challenges as we learn to understand, respect and love each unique individual who comes to us for their “Education.”