For the purposes of this study, the term ‘at-risk’ applies to LBS college learners who are struggling with serious personal or program problems, and as a result may have to leave the program before achieving their goals. Early detection of at-risk learners is an essential component of any retention strategy, but the critical first step of the Redirection Protocol.

Learners can and do leave at various stages of the program. Redirection, likewise, can be initiated at any stage. We therefore need to anticipate the obstacles learners may encounter both in the program and in their personal lives. In this feature we will look at how programs identify learners at risk

Indicators for Identifying Learners At Risk

Most programs and practitioners use indicators to identify learners with serious problems. Initial focus groups with LBS college intake staff and practitioners revealed that 3 key indicators are used to identify learners at risk. It was also clear from the LBS program policies we reviewed, that these same indicators are closely linked to learner success, and conversely, failure.

The key indicators are:

• poor attendance
• lack of progress
• inappropriate classroom behaviour

We wanted to find out what those behaviours looked like and explore the underlying causes of poor attendance and poor progress. The following feedback is based on questionnaires completed by over 40 LBS college practitioners.

Inappropriate classroom behaviours

Practitioners were asked to list other kinds of indicators, besides poor attendance and lack of progress, that showed a learner might be at risk. Not surprisingly, most focused on learners’ behaviours and how those behaviours played out in the classroom setting. Inappropriate behaviour can be a powerful indicator that the learner is at risk.