An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At-risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. A school's effort to at-risk students is essential. For example, a study showed that 80% to 87% of variables that led to a school's retention are predictable with linear modeling. In January 2020, Governor Gavin Newsom of California changed all references to "at-risk" to "at-promise" in the California Penal Codes.

The term "at-risk" came into use after the 1983 article "A Nation at Risk," published by the National Commission on Excellence in Education. The article described United States society as being economically and socially endangered. At-risk students are those students who have been labeled, either officially or unofficially, as being in danger of academic failure. In the U.S., different states define "at-risk" differently, so it is difficult to compare the varying state policies on the subject.

Students who are labeled as "at-risk" face a number of challenges that other students do not. According to Becky Smerdon's research for the American Institutes for Research, students, especially boys, with low socioeconomic status (and therefore more likely to be labeled "at-risk") show feelings of isolation and estrangement in their schools. Educational philosopher Gloria Ladson-Billings claimed in a 2006 speech that the label itself actually contributes to the challenges. Ladson-Billings stated, "We cannot saddle these babies at kindergarten with this label and expect them to proudly wear it for the next 13 years, and think, 'Well, gee, I don't know why they aren't doing good.'" There is an ongoing conversation among experts in this field about the importance of asset-based terminology. In 2021, the National Youth-At-Risk Journal changed their name to the National Youth Advocacy and Resilience Journal to reflect a strengths-based perspective.

At the time of the mid-20th century, the term, "at-risk" wasn't identified or acknowledged in society. However, during the 1960s and 1970s, there was a pivotal point in how society viewed juvenile offenders and their approach to restorative justice. Studies have shown that punitive measures were often ineffective in addressing the reduction in juvenile crimes. Through research and findings, it resulted in factors that effect a youth's action and increase risk in encountering the juvenile system. It later identified that at-risk youth have a higher chance entering the juvenile system. Subsequently, the need for preventative juvenile justice services, specifically from community services, to help youth, take preventive action, and navigate youth entering and exiting the juvenile system. Preventative juvenile justice services became needed at the end of the 1970s and there is still current debates on preventing juveniles from entering the juvenile system.

Youth that come from low socio-economic status are more likely to be labeled "at-risk." Impoverished environments can create several risk factors for youth, making them increasingly vulnerable to risk-behaviors and impacted life outcomes as they grow. Growing up in poverty is associated with several risk factors, including those social-behavioral (for example substance abuse), environmental (violent neighborhoods), ecological, and familial (exposure to psychological imbalance). These risk factors are shown to have negative correlations with academic achievement, and positive correlations with problem behaviors. Youth living in households with income under 50% of the federal poverty level are those most vulnerable.

Growing up in a stable two-parent household is associated with better health, academic achievement, and social skills like healthy interaction with peers. Studies have shown changes in structure, such as parental divorce, co-habitation, and remarriage, have strong negative relationships between multiple transitions and academic success. Children who are exposed to domestic violence, criminal activity, or substance abuse have a much higher chance of long-term behavioral problems, such as alcoholism and drug abuse and mental health problems.

Schools can place students "at-risk" by leaving them without academic skills and preparedness. School environments can often be places of struggle for many adolescent youth. Bullying in particular is likely to lead to student disengagement putting students at risk for behavioral problems and school dropout.

High poverty neighborhoods are often characterized by high crime rates, limited resources, and underperforming schools. Schools with fewer resources are more likely to be associated with poor academic outcomes. Fewer resources means higher student to teacher ratios, lower spending per student, and lower overall academic performance. These neighborhoods often lack the resources needed to help youth overcome risk factors.