All houses within 100 meters of the riverfront are at risk of flooding.

The research shows that people who are exposed to very loud noise in the course of their work are at risk of hearing loss.

Unless food reaches them soon, these people are at risk of starvation.

The alarming truth is that a quarter of the world’s wild mammal species are now at risk of extinction.

Health officials have been accused of unnecessarily putting lives at risk.

They failed to deal with the radioactive waste and, in so doing, put people’s lives at risk.

The recession has put many jobs at risk.

~ ~ ~

Youth that come from low socio-economic status are more likely to be labeled “at-risk.”^[12] Impoverished environments can create several risk factors for youth, making them increasingly vulnerable to risk-behaviors and impacted life outcomes as they grow.^[12] Growing up in poverty is associated with several risk factors, including those social-behavioral (for example substance abuse), environmental (violent neighborhoods), ecological, and familial (exposure to psychological imbalance).^[13][14] These risk factors are shown to have negative correlations with academic achievement, and positive correlations with problem behaviors.^[15] Youth living in households with income under 50% of the federal poverty level are those most vulnerable.^[3]

Growing up in a stable two-parent household is associated with better health, academic achievement, and social skills like healthy interaction with peers. Studies have shown changes in structure, such as parental divorce, co-habitation, and remarriage, have strong negative relationships between multiple transitions and academic success. Children who are exposed to domestic violence, criminal activity, or substance abuse have a much higher chance of long-term behavioral problems, such as alcoholism and drug abuse and mental health problems.^[3]

Schools can place students “at-risk” by leaving them without academic skills and preparedness. School environments can often be places of struggle for many adolescent youth. Bullying in particular is likely to lead to student disengagement putting students at risk for behavioral problems and school dropout.^[3]

High poverty neighborhoods are often characterized by high crime rates, limited resources, and underperforming schools. Schools with fewer resources are more likely to be associated with poor academic outcomes. Fewer resources means higher student to teacher ratios, lower spending per student, and lower overall academic performance. These neighborhoods often lack the resources needed to help youth overcome risk factors.^[3]

Minority youth, particularly African-Americans and Latino youth, face many barriers to self-sufficiency that white and Asian students are less likely to face. Racial discrimination often leads to violence, bullying, and also hinders youth employment opportunity. African-Americans and Latinos are more likely to live in high poverty environments characterized by underperforming schools with limited resources and therefore have a higher chance of academic failure. Immigrant youth also face several challenges with adapting to the culture and experience intensified problems such as language barriers and legal battles.^[3]

In addition to children “traditionally considered to be at risk”, “preteens and teens from affluent, well-educated families” are also at risk. Despite their advantages in other areas, affluent youth have among “the highest rates of depression, substance abuse, anxiety disorders, somatic complaints, and unhappiness” Madeline Levine writes that this “should in no way minimize concern” for other at risk groups.^[16][17]

There are several different forms of interventions for at-risk youth.^[18] Interventions are generally considered effective if they have positive impacts on individuals’ risk behavior, academic achievement, pro-social behavior, sexual behavior, and psychological adjustment.^[12] Effective interventions can also serve as a preventative measure for future risk behavior, and it can help at risk-youth avoid entering the juvenile systems. There is a significant correlation between high-risk youth and higher rates of juvenile system involvement. Through research and findings, factors such as low socio-economic status, race/ethnicity, gender, and psychosocial histories of mental health and substance abuse have resulted in an increased risk that a youth will encounter the juvenile system.^[11] People have discovered the need for juvenile justice services, specifically community services to take preventive action and to support youth as they navigate entering and exiting the juvenile system.

The sooner at-risk students are identified, the more likely that preventative “remediation” measures will be effective. Examples of remediation include:^[19]

• remediation programs
• tutoring
• child care services
• medical care
• substance abuse awareness programs
• bilingual instruction
• employment training
• close follow up procedures on truancy and absenteeism.
• mentorship^[20]
• academic advising^{[21][predatory publisher]}
• career and technical education

Psychologists have recognized that many youth adjust properly despite being raised in high risk circumstances. This capacity to cope with adversity, even being strengthened by it, is crucial to developing resilience; or the human capacity to face, overcome, and ultimately be strengthened by life’s adversities and challenges.^[22]

Psychological resilience is an important character trait for youth trying to mitigate risk factors. Resilience is used to describe the qualities that aid in the successful adaptation, life-transition, and social competence of youth despite risk and adversity. Resilience is manifested by having a strong sense of purpose and a belief in success; including goal direction, education aspirations, motivation, persistence, and optimism. Getting youth involved in extracurricular activities is important in building resilience and remediation. Particularly, those involving cooperative approaches such as peer helping, cross age mentoring, and community service.^[23] Data examined from a nationally funded study has shown that teachers can promote academic resilience in students at risk for failure in mathematics through creating safe school environments which emphasize support and the development of strong teacher-student relationships. These factors were associated with the academic resilience and achievement of low-income Latino, White, and African-American elementary school students.^[24] Teachers can further contribute to a strong classroom environment for students who face risk factors by holding all students accountable to expectations that are both high and realistic for the given student.^[25]

Childhood trauma is detrimental and can be damaging during emotional development. Overcoming trauma contributes significantly to resilience. Many youth that have experienced trauma have an inability to cope with and adjust to new surroundings. Trauma overwhelms one’s ability to cope and may lead them to isolate against the fears of modern life, often viewing the world as a threatening or dangerous place. These students distrust others, including adults, and because of traumatic experiences rely on themselves to keep safe. New or unexpected stimuli can often trigger traumatic flash-backs. Slamming doors, loud announcements, students and teachers shouting can trigger instant terror within a child who has suffered from trauma.^[26] Teachers are critical in nurturing and building resilience in at-risk students exposed to trauma. Although, being empowered to participate in their own healing, gives young people a sense of self-control, safety, and purpose.^[27]