• “Youth confronted with obstacles that compromise both their present and future  adjustment.”
• “A student who requires temporary or ongoing intervention in order to succeed academically.”
• “Youth exposed to adverse factors that negatively impact their psycho-social development.”

The above definitions of the term at-risk youth are so broad that they might seem redundant. Surely every child or teenager faces obstacles and adverse factors at some stage in their development, and how many students get through high-school without requiring some form of intervention to ensure their success? It could very reasonably be argued that according to these definitions, all students would fall into the at-risk category at some stage during their education. However, this broad understanding of the term should not lead its abandonment; it should instead serve to reduce the stigma that is often associated with it. The at-risk label is not necessarily a permanent diagnosis, and it does not refer to the intelligence, abilities or character of the student to which it has been ascribed.

There are countless risk factors that affect students; they range from alcohol abuse to having a mental disability. Being intellectually gifted can also be a risk factor. In many cases, students face multiple risk factors. Many of these risks are outside the control of the student, and almost all of them are outside the control of the teacher. It would be folly for a teacher to attempt to combat the socio-economic background of their students. Instead of wasting time on an uphill battle, teachers should instead direct their efforts to developing resiliency in their students.