I've worked with high risk teens but not in a school sense, maybe that's where I differ.
As you know, I worked at a theraputic barn. We had all sort of teens come through. The last one was very special to me - and while I cannot say much (due to confidentiality) - being aware of my role in her life was very important to us all working together to help her.
I was there to guide her through how her body language influenced the pony, and in turn showed how her behaviour influenced those around her. She very much took this away from her lessons. Never once did I act as a councillor or try to sort out her problems. She was welcome to talk, but boundries were up quickly - perhaps talking to the pony was a better option? Pony would not comment in anyway other than love and affection - and thats what happened. Whatever she said to the pony, it didnt matter, pony loved and respected her regardless, because of her actions.
My role was never to help her in home life, or social or with her various mental and eating disorders - it was to educate her in a way no one else could. She came to me for lessons with horses - from the groundwork up. I didnt step over my bounds as an instructor and she did not expect more from me, yet knew I was there with a reminder on being mindful, and that the barn was a calm place.
If your role is teacher - be a teacher. It can be confusing to teens for a teacher to be a friend, boundries are an issue with everyone at that age. You can make your class a welcoming and enjoyable space, a place they can feel comfortable. Be someone they can come to, also know that you cannot help them all - but others you will help in ways you dont know yet.
As you know, I worked at a theraputic barn. We had all sort of teens come through. The last one was very special to me - and while I cannot say much (due to confidentiality) - being aware of my role in her life was very important to us all working together to help her.
I was there to guide her through how her body language influenced the pony, and in turn showed how her behaviour influenced those around her. She very much took this away from her lessons. Never once did I act as a councillor or try to sort out her problems. She was welcome to talk, but boundries were up quickly - perhaps talking to the pony was a better option? Pony would not comment in anyway other than love and affection - and thats what happened. Whatever she said to the pony, it didnt matter, pony loved and respected her regardless, because of her actions.
My role was never to help her in home life, or social or with her various mental and eating disorders - it was to educate her in a way no one else could. She came to me for lessons with horses - from the groundwork up. I didnt step over my bounds as an instructor and she did not expect more from me, yet knew I was there with a reminder on being mindful, and that the barn was a calm place.
If your role is teacher - be a teacher. It can be confusing to teens for a teacher to be a friend, boundries are an issue with everyone at that age. You can make your class a welcoming and enjoyable space, a place they can feel comfortable. Be someone they can come to, also know that you cannot help them all - but others you will help in ways you dont know yet.