Schools that accept at-risk children and adolescents require psychological and educational testing, as well as references or recommendations from a professional (usually a psychologist, psychiatrist, or therapist).
However, the social promotion policies common in the 1970s, where students were kept with their age peers regardless of readiness for the next grade, does not produce academic success for at-risk students either.
Usually, at-risk alternative programs are offered at a special location within the public school district or at a location that is accessible to and serves multiple public schools (e.g., a county-wide program).
At-risk students usually have undergone school psychological and behavioral evaluation that identifies them as requiring specialized attention not available in the traditional school environment.
Although rates have declined in the United States since the introduction of antibiotics to at-risk women during labor in the 1980s, about 1,600 cases and 80 newborn deaths still occur each year.
The National Committee to Prevent Child Abuse is an excellent source of information on the many support groups and other organizations that help abused and at-risk children and their families.
The second category includes those teens who are more at-risk because while they are maintaining stability in physical, developmental, and emotional status, they are also drinking and driving.
Parents of at-risk children and adolescents should be prepared emotionally to handle such situations and also to participate in regular family therapy sessions during the alternative program.
Although retinoblastoma cannot be prevented, appropriate screening and surveillance should be applied to all at-risk individuals to ensure that the tumor(s) are diagnosed at an early stage.
There are even companies that provide online tutoring services to at-risk elementary and high school students - offering a wonderful income opportunity for those with teaching experience.