ent despite numerous setbacks or become disconnected with the educational system and remain stagnant or develop additional problems such as unemployment or addiction (Raywid, 2001). While many at-risk students are able to overcome such difficulties and become successful in adult years, those that are unable to do so not only lose their self-esteem and will to overcome obstacles, but they also fall into traps that prevent them from seeing their true capabilities. The cycle of perpetuating at-risk students continue if they become parents while still having the problems that have previously held them back from finishing school, and their children have higher chances of becoming like them in the future unless they are given an alternative form of education or intervention.
Some factors are predetermined to be causes of risks for dropping out of high school among the youth. Most of these are but not limited to: having divorced parents or undergoing divorce; lack educational support at home; financial instability; lack ties to community, school, and peers; high rates of mobility; little or no extra-curricular activities; has a long history of being unsuccessful academically; being emotionally unstable; sufferers of physical, emotional or sexual abuse; have psychological and/or addiction problems; have no health care plans; juvenile law-offenders or gang-members; or have not finished the grieving process for the loss of important loved ones (McGee, 2001). The presence of one or a combination of any of these risk factors increases the stress levels of students, which makes them lose focus on studying and instead lets them dwell more on such problems. In addition, the lack of a proper support groups or guidance counselors would leave these youths unable to cope with the strains both in the home and in the self, which could prevent them from properly learning, and would ultimately lead them to self-pitying, hopelessness, and eventually dropping out from school or pursuing