Ali Hasna 17730554

Hadia Yawanis 17006385

Matthew Doyle 16347801
 Age 12-13

School Year/Stage Year 7 (Stage 4)

Interests Excellent at Sport, Loves Visual Arts

Family Supportive parents/home

environment
Parents have limited English

SES Struggling financially (Low SES)

Own Image
Career Goals Would like to study Visual Arts at Uni
Section A - Analysis
 Biological

physically more mature than her peers

Indicative of Kaylas early onset of puberty

Own Image
 Psychological

Kayla is a Year 7 student

1213 years of age

complains of forgetting class content and not

being able to keep up.

Cognitive development

Own Image
 Social

she sometimes doesnt show up for class.

Poor decision making

she can be withdrawn

Social exclusion

hangs around with older students

BJ Caseys evolutionary perspective

parents have very limited English language

skills, and are struggling financially
Low SES/ESL home environment
Own Image
 Biopsychosocial

Psychological
Biological Social

Own Image
Protective Factors Risk Factors

Supportive home environment Association with known drug users

Wants to study at University Truancy

Actively seeking help Withdrawn nature

Wants to do well (optimistic) Financial difficulty

Kayla without intervention

Negative Distal Outcomes . . .

Criminal behaviour

Substance abuse problems

Mental health problems

Own Image
Section B - Strategies
 Parent Meeting
Attendance EAL/D Support

Counsellor Homework help

Active participant
Youth Worker
in learning
design
 Social

Monitor Kayla's attendance using a two step approach:

o Self monitoring with attendance card,
o Appoint Kayla a mentor teacher.

Strengths Weaknesses

Tackles the truancy issue in the most
feasible fashion
A mentor teacher can be very positive for
the student
A self-monitor card allows for autonomy
over attendance responsibilities
Another avenue for Kayla to feel
differentiated from her peers (i.e.
Possession of the self-monitor card)
Does this take into consideration why
she is truanting
 Socia

Involve the school counsellor

Strengths Weaknesses

Specialist dedicated help for Kayla Kayla may be resistant to seeing a

Additional support network for Kayla counsellor
outside of the classroom
Avenue for greater community
engagement (part of a counsellors duties
to recommend) as an alternative to the
bad group shes currently around
 Psychological

Engage Kayla as an active participant in her own learning

Strengths Weaknesses

Can be particularly effective in the Maths Adverse feelings / attitudes among Kaylas
and Science KLAs, as she enjoys them yet peers
forgets content Extra work for teachers
Gardners multiple intelligence theory can
be applied to great effect
Increased engagement between Kayla and
her work can lend aid towards the truancy
and solitude
 So

Setup a parent meeting to inform, creating support factors at home

Strengths Weaknesses

Kaylas parents would become aware of
her problems and therefore could provide
support
Involving her parents creates a unified
support
Kayla might decide to rebel against help
which might further draw her away from
her class and towards the older-bad kids
Parents may not see the need to intervene
Parents limited English may be a barrier
for discussion

A greater indication of Kaylas attitudes

towards school and her learning, in-turn
giving insight into the dynamics of her
home environment
 Ps

Engage an EAL/D teacher to assist

Strengths Weaknesses

EAL/D teachers are specialist teachers Can add to Kaylas feeling of

that can support Kayla by: differentiation through EAL/D teachers
Team teaching, and or generally dealing with only minority
Parallel teaching plans student groups

Multi faceted support strategy to assist

Kaylas learning
 P

Homework support class, (like PASS at WSU)

Strengths Weaknesses

Will benefit Kayla immensely in particular Kayla may be averse to spending more of
with Maths and Science her free time in extra curricular activities

Additional support will help Kayla

understand subject content and complete
her homework
 S
Youth worker and extra curricular activities based on Arts and Sport
Strengths
Opportunity to form positive social
connections
Youth worker provides support network
outside family and school
Youth worker can provide educational
perspective
Active genotype, matches Kaylas likes
Weaknesses
Kayla may be reluctant to engage in such
activities due to fear towards the social
repercussions of bullying or exclusion
(from older groups)
Kayla may be too tired after school to
attend
I

Teachers
Aware of hot and cold cognition
Cognitive loading & memory
Need to understand adolescent
development, Bio, Psycho, Social factors
Developmental theories
o Piaget, Hall, Epstein, Geidd, Casey
Risk and Protective factors
Classrooms
Avoid creating hot cognition situations
Avoid extraneous cognitive load
Class dynamics, peer groups, cliques,
friendship groups
Social and Emotional Learning
Design for positive class environment,
protective factors
Section C - Research
 Students at risk of drug use in schools

Discusses factors Identifies risk factors that are associated with illicit drug use
that correlate with
risk of use of illicit Such as
drug use o Social disadvantage (Low SES)
o Academic failure
o Lack of commitment to school
o Conflict at home
o Use of alcohol and tobacco

Illicit drug use increased as the students self perceived level of

academic performance decreased

Freeman, T., White, V. M., & Roche, A. M. (2011). Which Australian secondary school students are at risk of illicit drug use? Drug and alcohol review,
30(6), 589-596.
Provides good
strategies for
supporting students Know and respect your students understand the students Habitus
and families with
Offer students flexibility and variety of choice

Be available and approachable

Make expectations clear and use accessible language

Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support of students from low socioeconomic status backgrounds:
Resources for Australian higher education.
Classroom learning
strategies
Impacts on academic success

Experienced inequities

Impacts of the Curriculum & Standardised testing

Angelo, D. (2013). "NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement." TESOL in
Context 23(1/2): 53.
Student
disengagement
Most common in high-poverty/middle-grade schools

Impacts on individuals

Ramifications amongst greater society

Teacher intervention

Balfanz, R., et al. (2007). "Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early
identification and effective interventions." Educational Psychologist 42(4): 223-235.
Student mindsets
that prompt
Resilience
Resilience definition

Student impacts of Resilience

Teaching impacts of Resilience

Yeager, D. S. and C. S. Dweck (2012). "Mindsets that promote resilience: When students believe that personal characteristics can be developed."
Educational Psychologist 47(4): 302-314
Highlighting the
effects teachers
How teachers can impact on students
have on a students
social and cognitive
The role of the teacher-student relationship from a students
development
perspective

The role of the teacher student relationship from a teachers

perspective

Davis, H. A. (2003). "Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development."
Educational Psychologist 38(4): 207-234.
Characteristics of Students at risk generally experience:
At-Risk Students Low academic achievement, Truancy, Disinterest in school activities,
Low SES

The presence of role models and interaction with others tend to reduce the
occurrence of the above

Students with mentors are 46% less likely to start using drugs, 27% less
likely to start drinking and 32% less likely to engage in violence

Meeting the socio-emotional needs of students must occur prior to meeting

their educational needs

Beach, C. (2013). At-Risk Students: Transforming Student Behaviour.

 Strategies that can be implemented by teachers to help low-
Classroom
achieving students include:
strategies for at-risk
Cognitively oriented instruction, Small group work,
students
Tutoring, Peer tutoring, Computer-aided instruction

Involving students with their peers and overcoming tasks together

ensures pupils are comfortable, thus increasing their engagement

Students at risk will not benefit from a one size fits all approach,
hence intervention strategies are needed to achieve success.

Snow, D.R. (2005). Classroom strategies for helping at-risk students.

References
Angelo, D. (2013). "NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement."
TESOL in Context 23(1/2): 53.

Arnett, J. J. (2014). Adolescence and Emerging Adulthood (5th ed.): Pearson Australia.

Balfanz, R., et al. (2007). "Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools:
Early identification and effective interventions." Educational Psychologist 42(4): 223-235.

Beach, C. (2013). At-Risk Students: Transforming Student Behaviour.

BOSTES. (2015). Australian Professional Standards for Teachers, 27. Retrieved from http://www.nswteachers.nsw.edu.au/publications-
policies-resources/publications/australian-professional-standards-for-teachers/

Considine, G., & Zappal, G. (2002). The influence of social and economic disadvantage in the academic performance of school students in
Australia. Journal of Sociology, 38(2), 129-148.

Davis, H. A. (2003). "Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development."
Educational Psychologist 38(4): 207-234.

Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support of students from low socioeconomic status
backgrounds: Resources for Australian higher education.

Freeman, T., White, V. M., & Roche, A. M. (2011). Which Australian secondary school students are at risk of illicit drug use? Drug and alcohol
review, 30(6), 589-596.

Lynne-Landsman, S. D., Bradshaw, C. P., & Ialongo, N. S. (2010). Testing a developmental cascade model of adolescent substance use
trajectories and young adult adjustment. Development and psychopathology, 22(4), 933.

Snow, D.R. (2005). Classroom strategies for helping at-risk students.

Yeager, D. S. and C. S. Dweck (2012). "Mindsets that promote resilience: When students believe that personal characteristics can be
developed." Educational Psychologist 47(4): 302-314
Personal Reflections
Ali
Hadia
Matthew
Thank You For Watching