To overcome structural obstacles that limit support for at-risk students, which action is most effective for a principal to take?

• A. Revising the master schedule to enable staff members to meet weekly with students who are at risk to provide one-on-one mentoring
• B. Increasing daily homeroom time for all students
• C. Adding more standardized testing throughout the year
• D. Creating a separate resource center for at-risk students

Answer: (A)

Focusing the school’s structure to provide targeted, regular support is the key. Revising the master schedule so staff can meet weekly with at-risk students for one-on-one mentoring creates dependable, individualized guidance that fits into the daily routine. This direct, sustained contact helps address academic gaps, behavior, attendance, and motivation, while enabling teachers and counselors to monitor progress, adjust strategies, and collaborate with families. By embedding mentoring into the schedule, support becomes part of how the school operates, not a separate or sporadic effort.

Other options fall short because they dilute or misdirect effort. Increasing time for all students broadens impact but isn’t targeted to those who need help most and can sap time from other essential activities. Adding more standardized testing doesn’t build relationships or provide ongoing intervention. Creating a separate resource center can isolate students and complicate access to regular instruction and collaboration with teachers, making it harder to address obstacles systemically.