High-risk schools tend to be in areas where poverty and crime are higher than average. Lack of safety and a feeling of general unease among both teachers and students often contribute to a more difficult learning environment. Personal property is more likely to be subjected to damage in high-risk neighborhoods. A lack of confidence in the safety of a neighborhood reduces the likelihood of a teacher choosing to dedicate extra time in the classroom to planning, tutoring, or other activities that would increase learning.
High-risk schools find retaining quality staff members to be more difficult than average. Teachers in high-risk schools are often new to the teaching profession and only remain in a high-risk district until a more desirable position opens up elsewhere. A lack of incentives for improvement and little to no opportunity for growth leads teachers to look for jobs in other districts. High staff turnover makes collaboration difficult and leads to a lack of cohesion between subjects. New teachers are unable to learn from more experienced teachers.
Because of an inadequate tax base, public schools in high-risk areas often do not have the funds to pay appropriate numbers of staff members. Community growth may outpace income growth in an area, leading to overcrowding of a school. Large class size contributes to decreased time spent instructing, because more time must be spent completing basic classroom tasks, such as taking attendance and discipline. Teachers do not have the opportunity to get to know students and are unable to connect with each of them personally.
Administrators in high-risk school districts often are overwhelmed with the responsibilities of the job and are unavailable to assist teachers when needed. The lack of support can cause teachers to feel unsupported and unappreciated. Very successful administrators find better paying positions in more affluent school districts or at a state level, leaving newer administrators to handle the issues surrounding high-risk schools.