The introduction of Building Attitudes Respectfully Programme (BAR) will bring a considerable change amongst students transitioning to college-level education. Recently, the number of students who successfully transition from high school education to college education has been rapidly dropping. The Programme intends to help all students who stand a high risk of failing in their end-results and developing a negative attitude towards a college education. It also aims to provide mentorship and tutoring services to the identified students at a personal level, thus increasing their academic rigour, and also improving their test results. The prospected impacts of the program are numerous. According to the program's description, every change made is expected to reflect positive results. The significant anticipated change from the program is impacting the "at-risk" students positively and help them better their attitudes towards college education ( Sasway & Kelly, 2020 ). Other predictable impacts from the program include;
By hiring Graduation coaches, students who are at a high risk of failing will receive one-on-one training to help them improve on their academics. At the same time, graduation coaches help students realize their hidden potentials, thus boosting their performance. Graduation coaches will bring a positive impact by assisting students in excelling academically and also transforming the student's negative attitudes towards college education.
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Engaging parents and incorporation of student-teacher relationships is also another significant change that is expected to bring about transformational change in the way students relate with their teachers. Establishment of Student-Teacher relationships aims at impacting students positively by ensuring that teachers provide the best and useful advisories to the students. The impact of the student-teacher relationship is improved cooperation between the teacher and student towards enhancing the student's performance. When the student and teacher have a perfect relationship, it is easier for a student to approach their teachers when in need of assistance; thus, the student-teacher relationship will help realize hidden student academic potential.
Lastly, advocation for student-centred funding will increase the availability of useful resources and student needs. Student-centred needs include the hiring of more competent professionals in all relevant sectors, establishment of student-support programs and recruitment of qualified professionals. This will ensure that students have more hands-on skills to excel in their academics and participate in other activities that align with their performance.
References
Sasway, H. M., & Kelly, A. M. (2020). Instructional Behaviors Affecting Student Attitudes Towards Science. Community College Journal of Research and Practice , 1-18.
