Abstract
Puroose. The purpose of this study was to identify factors which will keep at-risk high school students enrolled in school. Specific attention is given to: (1) Identifying the dominant brain hemisphere orientation of at-risk high school students and comparing the dominant orientation to attendance in three different high school settings; (2) Discovering student opinions regarding their differences, in school and out of school, which influence their attendance; and, (3) Providing information regarding a means of keeping at-risk students in school and of dealing with students with different brain hemisphere orientation. This study compared the dominant hemisphere orientation and attendance variables of (a) at-risk students in comprehensive high school settings (CS), (b) of at-risk students in alternative study programs (AS), and (c) the normal population (NP). Methodology. A case study research format was selected as the most valuable for gathering information for this study. The sample consisted of twenty-seven students from three purposively selected high schools in California. Data sources included the Complex Figure Screening, student interviews, observations, and information available through school reports. The data were presented in matrices and tables. Findings. A larger percentage of students have strong right-brain hemisphere orientation than is indicated in current literature. At-risk students tend to be right-hemisphere oriented accompanied with left, right, or integration dysfunction. The more at risk a student, the greater the occurrence of strong right-hemisphere orientation. In addition to the brain hemisphere orientation and processing weakness, thirteen interview variables and associated characteristics were examined to determine significant differences between three populations. The variables are multifaceted and different characteristics within each variable helped to answer the research questions. Conclusions and Recommendations. Teachers should: assist the student in establishing learning techniques that will enhance learning, recognize and diagnose at-risk students within their classroom, provide daily structure, promote student self-esteem, provide sufficient time for task completion. Data indicate that at-risk students will do better if: they are involved in activities, teachers and administrators make an effort to interact in a positive manner (treat them more as adults), their friends support their endeavors, they are taught in a holistic fashion, and they establish and maintain a schedule.