Teachers' Perceptions of Educationally High Risk Children

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Abstract
Fifty-eight kindergarten and primary grade teachers were individually interviewed in order to determine their perceptions of children's behavior indicative of educational high risk. There was overall agreement as to risk signs, potential educationally handicapped pupils viewed as learning, behavioral, and personality problems, potential retarded pupils viewed primarily as educational problems. Some differences in risk indicators were found relative to the socioeconomic status of the school district. Findings lend clear support to use of classroom teachers as a first level screen for early identification of high risk pupils. Teachers' observations of classroom performance provide insight into children's learning and behavioral styles which facilitate or interfere with their school success.