On December 19, 2024, the ICTRC organized an insightful Summit of School Principals at the India International Centre, New Delhi, addressing the critical issue of “Protecting Students ‘At-Risk’ – Promoting Psychological Safety in Schools.” The summit aimed to raise awareness among school leaders about the challenges faced by students at risk of academic, behavioral, and psychological issues, and to equip them with the necessary knowledge, strategies, and tools to provide adequate support. The event was attended by school principals, educators, and specialists, including a special educator.
The summit’s discussions were centered around the definition of “at-risk” students, a term used to describe those facing academic failure or those whose mental, physical, or emotional challenges may pose a risk to themselves, others, or the broader school environment. According to the World Health Organization, one in five children is considered at risk, and this statistic highlights the importance of addressing such challenges holistically. The summit emphasized that being at risk goes beyond academic struggles and includes factors such as emotional instability, social isolation, dysfunctional family dynamics, substance abuse, and violence.
Technical sessions at the summit explored a range of topics aimed at understanding the causes and consequences of these issues. Key discussions highlighted the social, academic, and psychological needs of at-risk students and examined the changing role of school principals in creating a supportive school environment. Experts discussed causal factors such as unequal childhoods, high-risk environments, teacher and peer rejection, and mismatched learning systems. The consequences of these issues, including passive withdrawal, participation in high-risk behaviors, and potential damage to self-esteem, were also explored.
A significant portion of the summit was dedicated to exploring effective programs and practices for supporting at-risk students. Sessions focused on identifying and profiling these students, developing academic and behavioral support programs, and implementing cooperative learning approaches. The importance of adopting a proactive parenting strategy and practicing the “No Child Left Behind” policy were also discussed. Moreover, the role of guidance and counseling in building a robust support system for at-risk students was emphasized.
The summit concluded with feedback and suggestions from participants, as well as the distribution of certificates. The special educator found the insights gained particularly beneficial, especially in terms of strategies for identifying and providing tailored support to at-risk students in the classroom. The summit was a valuable opportunity for all attendees to enhance their understanding of the critical issue of student psychological safety and to develop actionable strategies to support at-risk students effectively.
