Many factors contribute to why some high school students are considered at risk, according to Penn Foster. Academic, social, health, and engagement barriers can lead to dropouts, late graduation, chronic absenteeism, and course or year failure.
Identifying those at risk and intervening often happens too late. A student who falls too far behind faces a more challenging and more expensive recovery. Early identification and streamlined referrals can improve outcomes for these students.
Schools and guidance counselors can work on early identification by watching out for these warning signs:
- Course failures and missing credits
- Chronic absenteeism or tardiness
- Low engagement during the first 30 days of a semester
- Behavioral flags or social-emotional concerns
- Work or family responsibilities impacting school hours
- Students returning after long absences or transfers
Interventions should occur for any student who meets any of the warning signs, especially if a student meets more than one.
An important early step to help at-risk students is creating a plan to be implemented at the start of the semester. A practical list that counselors can use immediately includes:
- Run an early-semester academic audit to spot credit deficits.
- Review attendance data from the first 10–20 days.
- Use a standardized checklist for risk indicators.
- Meet with students early before grades drop further.
- Refer qualifying students to credit recovery or flexible coursework programs.
- Communicate wins and barriers during weekly grad-coach meetings.
Following these protocols can help prevent at-risk students from falling so far behind they won’t be able to catch up. Intervention early aids in improving graduation rates.
Penn Foster
