We provide a systematized process to help our youths to become a productive, educated, financially stable righteous adult. For a youth who has no interest in school and who is committed to a succeeding in life, Sacred Hearts has a curriculum that will provide each youth with a mentor who will have the duty to conduct weekly one-on-one sit downs and discuss the importance of education and aiming to get the disadvantaged youth to reflect upon the risks of being uneducated; unemployment or having a low paying job. The discussions are to inspire each youth to become educated and to view school in a better light.
Many factors may affect the way children express their social skills or emotional competencies or the rate at which children acquire social skills or emotional competencies. These factors include:
1) environmental risk factors such as living in an unsafe community, receiving care within a low-quality child care setting, lack of resources available in the community or lack of policies supporting children and families, etc,
2) family risk factors such as maternal depression or mental illness in the family, parental substance abuse, family violence, poverty, etc. and
3) within-child risk factors such as a fussy temperament, developmental delay, and serious health issues.
DEFINITION OF RISK FACTORS
Households without English speakers: Children in households where all members over age 14 years speak a non-English language and are not proficient in English.
Large family: Children in families with four or more children.
Low parental education: Children whose parents both lack a high school degree.
Residential mobility: Children in families who have changed residences one or more times in the last 12 months
All of these factors need to be taken into careful consideration when gathering information to fully understand and support children's social and emotional health through a very thorough, comprehensive, and ecological approach.
Across the U.S., large numbers of young children are affected by one or more risk factors that have been linked to academic failure and poor health.
Chief among them is family economic hardship, which is consistently associated with negative outcomes in these two domains. Other risk factors, such as living in a single-parent family or low parent education levels, especially when combined with poverty, can markedly increase children’s chances of adverse outcomes. Children affected by multiple risks – three or more risk factors – are the most likely to experience school failure and other negative outcomes
Single-parent: Children in families with one unmarried parent in the household.
Teen mother: Children whose mothers were teenagers when the child was born.
Non-employed parent(s): Children whose parents had no employment in the previous year.
Income: Texas and California have the highest percentages of children (11 to 13 percent) who are low-income and living in households without English speakers.