From private time devoted to students specific needs to making minor adjustments within the classroom to keep the students with such a disorder engaged and included. This theory deals with depression directly, assessing the student to the degree of depression and trying different methods to include the individual at school and at home. The theory presented has many scientists and psychologists agreement in the way to handle an at-risk or struggling adolescent within an educational environment (Hoagwood, Burns, Kiser, Ringeisen, & Schoenwald, 2001). The Theory of tailoring everyday classroom involvement to the particular student and creating a safe space with a point person worked well for students of this age. To have an outlet for expressing feelings and a safe individual to work with once or a few times per week to develop an understanding of the particular obstacles the student works with due to the nature of their depression (Crundwel & Killu, 2010).
This theory is easily translated into practice due to the nature of the studies. Different remedies for specific obstacles are presented and carried out throughout adolescence and many have been proven to work positively and quickly for students and faculty as long as they are willing and able to attend to specific and unique individuals (Wardle,, Williamson, Johnson, & Edwards, 2005).