English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Comprehensive high schools have been unable to meet the needs of all students (Cotton, 2004). Students face challenges, and some have been labeled at risk for various reasons. For example, some have encountered challenging life circumstances within their families that compete for their attention instead of school. Others may have lacked a sense of belonging to a school culture where they were failing in terms of the social, emotional, intellectual, and ethical growth. These students constitute a unique group who often require more time, energy, and resources than large, comprehensive schools can offer. Consequently, they fall behind on credits and get discouraged (Cotton, 2004). To reduce dropout rates, educators in comprehensive high schools may need to adopt new attitudes toward at-risk students (Knoeppel, 2002). Various reform efforts have not led to change at the systems level, and schools operate according to a design based on the needs of an industrial society. The failure of students to succeed in school is a critical problem. This is because the needs of an information-based society require people to possess informational and technological literacy so they can be involved in work requiring knowledge generation (The Secretary‘s Commission on Achieving Necessary Skills [SCANS], 1991). This qualitative research examined the perceptions of 10 at-risk students regarding their experiences of attending a large comprehensive high school before transferring to an alternative high school. The perceptions of at-risk students were examined and described in terms of how the comprehensive high school either supported or failed to address their academic, personal, and emotional needs. The results indicated that the students felt discourage, disconnected, and unsupported while at the

Secondary “At-risk” Students' Perceptions of Experiences within a Comprehensive High School and a Continuation High/Alternative High School