“Underperforming Schools and the Education of Vulnerable Children”
The research brief, which presents findings from several Chapin Hall studies, provides evidence that a disproportionate number of vulnerable children attend underperforming schools. According to the report, “vulnerable” children are defined as those who experience crises or disruptions in their lives, often accompanied by parental absence or inability to meet their needs.
The brief describes the impact of disruptive life experiences on the behavior and learning of children, the schools’ frequent response of placing these children in special education and the students’ poor educational outcomes in high school. The authors suggest that the academic and personal lives of students are strongly related, such that innovative efforts to improve underperforming schools must focus on connecting students with social workers and mental health professionals.
