Browsing School of Social Work by Subject "Academic achievement"
Now showing items 1-3 of 3
The effects of community service on the self-esteem and academic performance of at risk youthEarly adolescents, in particular, adolescents at-risk are placed on islands of isolation where they are separated from the rest of society. During this important stage of their lives they are offered little to do that is worthwhile or important. By denying young people an immediate role in our society, we prolong their dependence, undermine their self-esteem, and cripple their capacity to care. A sad consequence is that youth often turn their energies toward activities destructive to themselves and the society that ignores them. This study focuses on the effect of engaging at-risk youth in a community service program, where they engage with the elderly in nursing homes, on their self-esteem and academic performance. This study used an experimental design to examine the relationship between the independent variable, a community service program called Magic Me, and the dependent variables of self-esteem, grades, and school attendance. The researcher used a one-way multivariate analysis of covariance to analyze the data collected on 95 students in two middle schools in the city of Baltimore, and one in Baltimore county. This analysis revealed no significant results, between the experimental and control groups, on the dependent variables. However, a repeated measures analysis, which analyzed self-esteem scores over three points in time, revealed a significant difference on this variable in one of the schools. Further examination showed that the community service group in this school was led by the most experienced facilitator. The results of this study suggest that, unless there is a specific academic component(s) within the community service program that it may be unrealistic to expect improvements in academic performance. The study also suggests that there be a relationship between group leader style and experience, and how students perceive themselves after the community service experience.
Implementing School and Evidence-Based Interventions for Children from Families that are PoorPoor educational outcomes are multiply determined—and must be addressed at several levels. We have evidence based tools to address some of the levels—but primarily at the level of the student and classroom. We have emerging tools to address problems at the level of the family—this can and should still be done. We have good reason to address problems at the level of the neighborhood and school. Intervention success is unlikely without effective tools at all levels.
Supporting College Students: Mental Health And Disability In Higher EducationColleges are increasingly talking about mental health as students, advocates, and leaders are pushing institutions to create mentally healthy campuses. Despite growing advocacy, students still often go without needed supports, like counseling or peer support. In addition to barriers to mental health services, students face other obstacles to classroom and campus participation. As a result, students with mental health conditions are far more likely than their peers to drop out of school