Behavioral classroom management for impoverished at-risk youth

Abstract

In the USA, millions continue to live in poverty and a significant portion is students under 18 years of age. These at-risk students exhibit behaviors that need to be understood and managed correctly to improve their odds of academic success. Employing effective behavioral classroom management strategies to account for these students is critical to increasing their academic performance and ultimately laying the foundation for them to reach their full potential. The aim of this article was to exam the literature for common themes of impoverished students, highlight links between behaviors and academic performance, and provide recommendations on how to effectively manage these students when they enter a classroom setting. Conclusion: The top areas educators working with impoverished at-risk youth should be cognizant of are the ineffectiveness of zero tolerance policies, the role of parental involvement, and stressors these students experience.