Determining who is at-risk in the full-day kindergarten program

Abstract

Abstract Research indicates that early intervention can improve long term outcomes for students who struggle early in school. However, in multi-layered organization such as the school system, many elements may come into play when deciding which students will receive support. This study examined these elements including system requirements and expectations at the provincial and school board levels, current practice in schools and classrooms, and the beliefs and knowledge of individuals surrounding the assessment and identification of at-risk students. Using a qualitative approach, 23 individuals were interviewed. Relevant provincial and school board documents as well as artifacts were gathered to provide further information. The findings indicate that many elements influence the identification of a student as at-risk including the characteristics of the student, and the particular classroom, school, and school board the student attends. The results of this study reveal a lack of clarity as well as differing perspectives and priorities when it comes to the concept of at-risk. The study findings contribute to our understanding of practice and beliefs around young students at-risk and how the interactions of the various elements involved impact the identification of individual students.