Early Support for At-risk Students

Helping students establish a sense of connectedness to the school and amongst peers

In order to promote mental health amongst students, schools should create an environment that enhances their sense of belonging and connectedness to the school and peers, so that they would feel being accepted and recognised.  Research studies show that when students have a stronger sense of connectedness to the school, there are fewer occurrences of bullying, violence and suicidal behavior, etc. on campus.

Here are some strategies for helping at-risk students establish connectedness:

• promote care and support amongst school personnel and build a supportive school culture so as to make students feel safe and being valued
• understand and accept the different situations and needs of students, give them appropriate support, assist them to improve academically and behaviorally according to their abilities
• help students build self-confidence and social support network through informal curricula and activities
• provide students with sufficient opportunities and different learning modes and help them excel with their potential, make contributions, and gain a sense of achievement
• appreciate and recognise the uniqueness of students and give them opportunities to develop potential

 

Providing gatekeeper training for students, teachers and parents

Schools should provide gatekeeper training for different stakeholders to boost their awareness and understanding in mental health, master basic support skills (including ways to show care and encourage help-seeking), and learn about how to make referral for professional support services and community resources, etc.

 

Establishing support and referral mechanisms

Schools could designate a school personnel with relevant knowledge and skills (such as school social worker and guidance personnel) to communicate with the parents of at-risk students to understand their needs.  The school personnel can discuss the support and follow-up strategies with the parents and teachers concerned according to the situation of the students in school.  The school personnel and teachers concerned, together with the parents, have to review the effectiveness of support measures and make appropriate adjustments regularly, and consult the professionals and make referrals when necessary.

 

Devising support strategies

Schools could identify the protective factors and risk factors of students through case conferences. Conditions that promote resilience and reduce the potential for risky behaviors are referred to as protective factors and those that may increase a person’s potential for risky behaviors are referred to as risk factors.  Schools can help students by strengthening their protective factors, including personal strength, positive thinking, supportive family members/ peers/ teachers, etc., and minimising their risk factors, including deficits in coping skills, unsupportive family and poor peer relationship.  For details, please refer to “A Resource Handbook for Schools: Detecting, Supporting and Making Referral for Students with Suicidal Behaviours”.

Support strategies include:

• talk in simple and direct ways; listen and encourage; show appreciation and point out students’ positive changes
• help students minimise the sources of stress with tolerance and patience
• adopt varied instructional techniques and modalities, such as multi-sensory strategies, concise and precise instructions, etc.
• render learning support, handle homework flexibly and provide accommodation as needed
• provide a “safe and quiet place” with low-stimulation, where the students can take a break and calm down when they are anxious or overwhelmed

 

Promoting home-school communication

Schools and parents should maintain close and regular communication and keep in view the progress of the students concerned, including successes, difficulties and emotional functioning, through the use of notebook, daily chart, e-mail, etc.