Innovative Positive Strategies for Building Relationships with At-Risk Students: Empowering Behavior and Academic Growth

Format

Individual Presentation

Presenters

• Jamita L. CobbFollow

First Presenter's Institution

Savannah Chatham County public schools

First Presenter’s Email Address

drjamitacobb@gmail.com

First Presenter's Brief Biography

Dr. Jamita L. Cobb serves as a Professional Learning Coordinator with Savannah-Chatham County Public Schools. Dr. Cobb is a Data-driven and results-motivated educator concerned about all things related to improving students' achievement and teachers' effectiveness. ​As a leader of innovation and school improvement, she provides support in the areas of teaching ELLs, SWD, and struggling readers, team building and embracing diversity, family engagement, behavior management, using SEL and culturally responsive literacy strategies, engaging diverse readers during literacy instruction, and data-driven strategic action planning. Dr. Cobb prides herself on being a life-long learner and servant leader. Dr. Cobb believes that ALL educators should be supported by an effective instructional leader who understands who they are and their motivation to truly empower them to build their feelings of self-efficacy and increase their effectiveness.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Ballroom D

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

In this session, I will support the Academic Achievement and Leadership strand by sharing strategies that enhance student engagement, behavior, and performance while also fostering leadership in both educators and students. I will also address the Social and Emotional Skills & Resilience strand by modeling trauma-informed practices, restorative approaches, and positive reinforcement that build confidence, emotional regulation, and resilience, helping create supportive environments where at-risk youth can thrive.

Brief Program Description

In this session, I share innovative strategies to build strong relationships with at-risk students, enhance academic performance, and nurture resilience through leadership, restorative practices, and social-emotional supports that empower youth to thrive.

Summary

This session explores innovative and research-based strategies for building strong, positive relationships with at-risk students to improve both behavior and academic performance. Too often, at-risk learners are defined by their challenges rather than their potential. Educators must become proactive in identifying both the risk factors that hinder student success and the protective strategies that foster resilience. Participants will learn how to increase awareness of students’ potential shortcomings—such as disengagement, inconsistent attendance, and negative behavioral patterns—while simultaneously equipping themselves with strategies that create supportive, inclusive, and empowering classroom environments. Through interactive discussion, case studies, and practical tools, this session will provide educators with the resources they need to cultivate trust, reinforce positive behavior, and enhance academic outcomes for at-risk students.

Evidence

This proposal is grounded in evidence-based practices from the fields of educational psychology, social-emotional learning, trauma-informed teaching, and leadership studies.

1. Student-Teacher Relationships & Academic Outcomes
• John Hattie’s Visible Learning (2009) emphasizes that strong teacher-student relationships are among the most impactful influences on academic achievement.
• Pianta, Hamre, & Allen (2012) highlight that positive relationships with teachers improve engagement and reduce behavioral challenges, particularly for at-risk youth.
3. Social-Emotional Learning & Resilience
• CASEL Framework (Collaborative for Academic, Social, and Emotional Learning) shows that SEL practices improve not only self-regulation and resilience but also academic performance.
• Durlak et al. (2011) found that students in SEL programs scored 11 percentile points higher academically than peers not in such programs.
5. Restorative and Trauma-Informed Practices
• Gregory, Clawson, Davis, & Gerewitz (2016) found restorative practices reduce suspensions and improve equity in discipline.
• SAMHSA (Substance Abuse and Mental Health Services Administration, 2014) defines trauma-informed approaches as essential for creating safe and supportive learning environments.
7. Leadership & Student Empowerment
• Kouzes & Posner’s Leadership Challenge (2017) emphasizes the importance of modeling, inspiring, and empowering others—principles mirrored in how educators lead at-risk youth.
• Bandura’s Social Learning Theory (1977) supports that mentorship and modeling build confidence and leadership skills in students.

Learning Objective 1

Apply innovative, relationship-centered strategies to strengthen engagement, improve behavior, and enhance academic achievement for at-risk students.

Learning Objective 2

Integrate trauma-informed and restorative practices that promote resilience, self-confidence, and emotional regulation in at-risk youth.

Learning Objective 3

Develop an action plan that fosters both educator and student leadership to create supportive environments where students thrive academically and socially.

Keyword Descriptors

1. At-risk students 2. Academic achievement 3. Leadership 4. Resilience 5. Student engagement 6. Restorative practices 7. Social-emotional learning (SEL) 8. Trauma-informed teaching 9. Relationship-building 10. Positive behavior supports

Presentation Year

2026

Start Date

3-2-2026 1:00 PM

End Date

3-2-2026 2:15 PM

Recommended Citation

Cobb, Jamita L., "Innovative Positive Strategies for Building Relationships with At-Risk Students: Empowering Behavior and Academic Growth" (2026). National Youth Advocacy & Resilience Conference. 20.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2026/2026/20