I’m a middle school educator and recently started mentoring a student (changing details slightly for privacy). He’s new, has attendance issues, but is incredibly kind and has so much potential. Through mentoring, I’ve become aware of some very con...
I’m a middle school educator and recently started mentoring a student (changing details slightly for privacy). He’s new, has attendance issues, but is incredibly kind and has so much potential. Through mentoring, I’ve become aware of some very concerning things about his home life—specifically his relationship with his dad. Without going into detail, most responsible adults would consider the situation inappropriate and potentially neglectful or abusive. CPS has already been notified. Here’s where I’m struggling: My district recently implemented a policy where students with a certain number of unexcused absences have their grades reduced by 5–20 points in each class. This student is on that list. However, he is getting himself to school 3–4 days a week with little to no parental support. Given what I now know, reducing his grades feels more punitive than supportive. I have two main questions: 1. Am I allowed (or how can I) advocate against the grade reduction policy in this situation? 2. What are appropriate ways to support a student dealing with this kind of home environment, especially while staying within professional boundaries? So far, I’ve thought about helping him stay engaged in school as much as possible—clubs, sports, after-school programs—but I feel like I could be doing more. I care about this student deeply and want to support him in the right way without overstepping. Any advice from educators, counselors, or social workers would be appreciated. submitted by /u/whoisthis131 [link] [comments]