ACADEMICALLY AT-RISK HIGH SCHOOL

Abstract

This investigation queried the phenomenological perspective of the school counselor within the high school setting. The counselors’ perspective was sought in this qualitative investigation to determine the impact of bullying on the academically at-risk population. The literature at present has neglected a population of high school students. The omitted population is the academically at-risk population. Researchers have identified many sub-populations of the “at risk” school category that traditionally included: culture, ethnicity, gender, race, religion, and sexual orientation. The academically at-risk student is another category and is inclusive of traditional “at risk” students. This population experiences (1) a grade point average below 2.0—C, (2) absenteeism more than 15 days in a 90-day semester and (3) behavioral issues that impact successful matriculation. At present, no research has been conducted about the academically at-risk high school student, and how bullying, contextually, impacts students, and how their counselors understand and perceive bullying.