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Schools fail to spot at-risk students as disruptions surge, study warns

Teachers say up to 10% of vulnerable students slip through the cracks—while classroom chaos grows. Could legal reform finally break the silence?

The image shows a classroom full of students wearing face masks, sitting on benches and some...
The image shows a classroom full of students wearing face masks, sitting on benches and some standing on the floor. On the tables in front of them are books and other objects, and in the background there are windows, a door, a wall, a ceiling with lights and fans, and a few other objects. This classroom is part of a school in Nigeria that has been affected by the Covid-19 pandemic.

Schools fail to spot at-risk students as disruptions surge, study warns

A new study reveals serious gaps in how schools identify emotionally and behaviourally at-risk students. Published in the Journal of Korean Teacher Education, the research shows that many teachers believe current screening methods miss vulnerable pupils. The findings also highlight rising classroom disruptions and calls for legal changes to better protect children. The paper, titled Structural Causes of Blind Spots in Identifying Emotionally and Behaviourally At-Risk Students, was written by researcher Kim Yu-ri. It found that over 56% of elementary teachers feel the official number of diagnosed at-risk students does not reflect what they see in class. Nearly 35% estimate that 1-5% of at-risk pupils slip through assessments, while another 30.2% believe the figure is closer to 5-10%. One in five teachers even argue that 10% of non-designated students should be considered at-risk.

The study also uncovered a sharp rise in classroom disturbances. More than half of Seoul teachers (52.6%) reported increased disruptions and challenges to their authority over the past year. Elementary teachers faced the highest rate (58.6%), followed by middle school (54%) and high school (42.8%) staff. A major obstacle to identification is parental resistance—90.8% of elementary teachers blamed lack of cooperation, as many parents fear stigma and withhold consent for treatment. Kim suggests legal reforms to address these issues, including potential limits on parental rights to ensure children receive necessary support. The current system’s inaccuracies mean many at-risk students miss out on critical interventions.

The research points to systemic flaws in how schools detect and support vulnerable students. Without changes, emotionally and behaviourally at-risk pupils may continue to go unnoticed or untreated. The proposed legal adjustments aim to reduce reliance on parental consent and improve early intervention.

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