Supportive communication and school outcomes, part II: Academically "at-risk" low income high school students

This study explores the relationship between supportive communication and s chool outcomes for two groups of lower socioeconomic high school students: those identified as "at-risk" of poor school performance and those not iden tified as "at-risk." Results indicate that parents are major sources of soc ial support for both groups of students; however, at-risk students also rec eive support from their friends. With respect to school outcomes, different types of social support are associated with different outcomes. Also, for students not identified at-risk, grades and school satisfaction appear to b e the primary functions of support; for students identified at-risk, howeve r, hours studying and attendance appear to be the primary functions. Teache rs and other school personnel can use the findings of this investigation as part of a plan to develop intervention strategies that utilize the social support process to affect specific school outcomes for academically at-risk students as well as for other students.