Literature Review
Research suggests that student achievement depends on student engagement and systems of student support. Jones (2008) explains that in order for teachers to address struggling students, they must reflect on the elements that contribute to student engagement, considering the student as a whole. This review focuses on student programs and school-wide behavior initiatives that can be used to involve, connect, and engage students.
Student Programs
Research shows that students who experience a sense of school community are more academically involved and have better attendance and behavior (Battistich & Hom, 1997). Bregman, Fredricks, and Hackett (2010) state that organized after school programs positively impact youth development, especially at-risk youth.
School-Wide Behavior Initiatives
School-wide Positive Behavior System (SWPBS) is a three-tiered intervention model, which focuses on preventing negative behaviors while promoting school safety and supporting academic achievement (Sugai & Horner 2009). Within the SWPBS framework, interventions are designed to meet students’ individual needs. In the first tier of prevention, behavioral assistance is provided to all students; in the second tier, interventions are provided for students who do not respond to the first level of interventions; in the final tier, students who do not responded are further assisted through more individualized and intense support (Sugai & Horner, 2009).
Systems to increase teacher and student engagement are vital in creating a shared emotional connection through membership and integration (Bregman, Fredricks & Hackett, 2010). Literature suggests that after school programs and the implementation of SWPBS can promote an environment for student achievement (Battistich & Hom, 1997; Sugai & Horner, 2009).
Student Programs
Research shows that students who experience a sense of school community are more academically involved and have better attendance and behavior (Battistich & Hom, 1997). Bregman, Fredricks, and Hackett (2010) state that organized after school programs positively impact youth development, especially at-risk youth.
School-Wide Behavior Initiatives
School-wide Positive Behavior System (SWPBS) is a three-tiered intervention model, which focuses on preventing negative behaviors while promoting school safety and supporting academic achievement (Sugai & Horner 2009). Within the SWPBS framework, interventions are designed to meet students’ individual needs. In the first tier of prevention, behavioral assistance is provided to all students; in the second tier, interventions are provided for students who do not respond to the first level of interventions; in the final tier, students who do not responded are further assisted through more individualized and intense support (Sugai & Horner, 2009).
Systems to increase teacher and student engagement are vital in creating a shared emotional connection through membership and integration (Bregman, Fredricks & Hackett, 2010). Literature suggests that after school programs and the implementation of SWPBS can promote an environment for student achievement (Battistich & Hom, 1997; Sugai & Horner, 2009).