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Abstract
This mixed methods study examines the impact of a freshmen transition program for at-risk students at a large urban high school. The overall experiences of the participants affirmed that transition programs for at-risk students must provide a sense of belonging, teachers must be able to build strong relationships with students, and life-skills should be an essential component. This study has implications for schools who are presently implementing a freshmen transition program, or for school districts investigating the possibility of adopting such a curriculum.
Keywords at-risk students, transition, dropout prevention, phenomenology
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