[10] Through research and findings, it resulted in factors that effect a youth's action and increase risk in encountering the juvenile system.
"[12] Impoverished environments can create several risk factors for youth, making them increasingly vulnerable to risk-behaviors and impacted life outcomes as they grow.
[12] Growing up in poverty is associated with several risk factors, including those social-behavioral (for example substance abuse), environmental (violent neighborhoods), ecological, and familial (exposure to psychological imbalance).
[3] Growing up in a stable two-parent household is associated with better health, academic achievement, and social skills like healthy interaction with peers.
Studies have shown changes in structure, such as parental divorce, co-habitation, and remarriage, have strong negative relationships between multiple transitions and academic success.
African-Americans and Latinos are more likely to live in high poverty environments characterized by underperforming schools with limited resources and therefore have a higher chance of academic failure.
Immigrant youth also face several challenges with adapting to the culture and experience intensified problems such as language barriers and legal battles.
Despite their advantages in other areas, affluent youth have among "the highest rates of depression, substance abuse, anxiety disorders, somatic complaints, and unhappiness" Madeline Levine writes that this "should in no way minimize concern" for other at risk groups.
[12] Effective interventions can also serve as a preventative measure for future risk behavior, and it can help at risk-youth avoid entering the juvenile systems.
Through research and findings, factors such as low socio-economic status, race/ethnicity, gender, and psychosocial histories of mental health and substance abuse have resulted in an increased risk that a youth will encounter the juvenile system.
Examples of remediation include:[19] Psychologists have recognized that many youth adjust properly despite being raised in high risk circumstances.
Resilience is used to describe the qualities that aid in the successful adaptation, life-transition, and social competence of youth despite risk and adversity.
Resilience is manifested by having a strong sense of purpose and a belief in success; including goal direction, education aspirations, motivation, persistence, and optimism.
[23] Data examined from a nationally funded study has shown that teachers can promote academic resilience in students at risk for failure in mathematics through creating safe school environments which emphasize support and the development of strong teacher-student relationships.
Trauma overwhelms one's ability to cope and may lead them to isolate against the fears of modern life, often viewing the world as a threatening or dangerous place.
Slamming doors, loud announcements, students and teachers shouting can trigger instant terror within a child who has suffered from trauma.
Title I provides financial resources to schools, particularly those in low socio-economic communities, to ensure that low-income students meet challenging state academic standards.
The organizations mission is to provide children facing adversity with strong, enduring, and professional one-to-one connections that forever change their lives for the better.