Statistically significant results included the Personal Safety Index and the overall Self-esteem Quotient. In addition, in individual interviews, students responded positively to the way they felt about school in general, their expectations about the use of technology, their attitudes about science, and views about themselves. This paper discusses the need to look for other unidentified and unexplored failure issues. Students in failure at school use denial to escape stress, but relief puts them further at risk. The process of denial has been unexplored and its significance in failure overlooked.
Denial is an interpersonal process, requiring the participation of others.
Denial is discussed as an issue in failure, along with its partners, codependence and enabling. Educational literature contains examples of denial without identifying it. Educators are urged to consider how these components interact in perpetuating school failure. The denial dynamic is a barrier to school success. Effects of Intensive Remedial Reading Instruction by John Slate, Bob Algozzine, and Joseph F. Lockavitch Reading problems are among teachers' most prevalent academic concerns.