Using the findings of an earlier study regarding differences between student and teacher perceptions of what circumstances might contribute to a student's being "at risk," a follow-up study investigated what teachers and other school personnel can do to help at-risk students. Based on responses to two open-ended questions from the earlier study, a 40-item questionnaire was developed to determine what schools could to to assist at-risk students in four areas: (1) curriculum modification; (2) assessment modification; (3) program development; and (4) demonstration of concern. Additionally, four open-ended questions were developed to require that respondents also generate written answers. The questionnaire was administered to three distinct groups of subjects from four states (Georgia, Wisconsin, Kansas, and Mississippi) including 60 teachers, 89 students not at risk, and 97 students at risk. Results revealed a large difference between ratings of value of suggested adaptations for at-risk students and ratings of use of the same adaptations. Results also revealed significant differences between the two groups of students and the teachers with regard to job-related suggestions as well as the need for support groups or counseling. Overall, the responses suggest that the different groups see quite different pieces of the problem. Findings suggest that attempts must be made to learn from students and to involve them in the evaluation and selection of activities. (Eight tables of data are included; two appendixes containing the questionnaire and a definition of at-risk students are attached.) (KEH)