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Student's primary social group is outside of the school |
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Student participates in little or no extracurricular
activities |
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Student socializes with delinquents and/or students who have
a poor achievement orientation |
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Student's need for peer acceptance and relations outweighs
his or her academic concerns about school and achievement |
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Student lives in one or more risk factors (e.g., poverty,
single-parent family, poorly educated parent(s), etc.) |
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Student's home life is stressful |
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Low parental educational level |
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Student has one parent in the home |
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Student has little parental/family supervision; poor family
relations |
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Parental expectations for student are too low or unrealistic |
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Low socioeconomic status |
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Communication between home and school is poor |
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Morale among teachers, school personnel, and/or students is
low |
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Student motivation is consistently low |
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Student has negative attitude toward school |
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Student cannot tolerate structured and/or passive activities |
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Student relates poorly to authority or adult figures (e.g.,
teachers, parents, administrators) |
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Student has experienced emotional trauma (on more than one
occasion, consistently, or frequently) |
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Student has low self-esteem |
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Student has low academic and/or social self-concepts |
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Student attributes failure to lack of ability; attributes
success to luck or easy task |
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Student consistently seeks immediate gratification |
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Student's learning style preferences are inconsistent with
teaching styles |
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Student suffers from test or evaluative anxiety |
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Student has a learning disability |
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Student has low grades or grade point average |
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Student exerts little effort on school tasks |
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Student avoids challenging work |
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Student bores easily; dislikes drill work and rote practices |
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Student disrupts the classroom |
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Student procrastinates on school assignments |
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Student has poor study and/or test taking skills |
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