Mental Health In Schools: It Is Within This Context That The Need To Reduce The High School Dropout Rate Becomes Significant

Recent reports indicate that on almost any 26 seconds another teenager drops out of high school.

Fewer than half of kids in 17 of the nation’s 50 largest cities graduate.

Specifically, nearly 1/3 of public high school students end up quitting school. In accordance with 20032004″ data analyzed by America’s Promise Alliance, even worse, in Detroit, only 25 graduated. That said, taking a longer range view, it’s estimated that approximately 12 million students will drop out over the next decade or so. Let me tell you something. With that said, this translates to more than 3000 students per school day. Nearly half of all African American and Latino students dropout. In Cleveland, only 34 of students graduated with their class, in Chicago only 39 graduated, and Indianapolis, only 30 graduated., in Surely it’s even worse. That’s a fact, it’s within this context that the need to reduce the high school dropout rate becomes significant.

Research has shown that dropouts are half as gonna vote as well as more going to experience reduced job and income opportunities, chronic unemployment, and incarceration.

Undoubtedly it’s estimated that the government will reap $ 45 billion in extra tax revenue gether with reduced cost in public health, crime, and welfare payments if the overall number of 20 year old dropouts in United States were cut I’m sure that the impact of this situation on our nation is dire. From my perspective as a mental health consultant, So there’re three important ways if implemented will significantly reduce the dropout rate. Look, there’re various dropout prevention programs functioning across the United States with varying degrees of success. Shall we look at the three ways. School program must be perceived by the students as leading to higher status roles in the future and to future economic realities.

It’s an interesting fact that the school programs must have a connection between their school and work either with a future career or at least with a decent paying job with the possibility of advancement after graduation.

Any high school must be either small enough or divided into small enough units to allow teachers and staff to know the students as individuals and to respond to both their specific learning needs and learning styles.

Besides, the school program must be personalized, challenging, and have a feeling of community established whereby the relationship between teacher and student are supportive and trusting rather than unhelpful and distrustful. It’s a well students must have an opportunity to design independent projects, work on group projects, conduct experiments, solve ‘open ended’ problems, get involved in activities that connect school and work, and have opportunities to encounter some real psychological and practical success in their endeavors, as part of their classroom work.