Just kidding.

It's a dynamic situation.

1. Does the child come from a good home? (most likely not)
2. Is the broken home highly dysfunctional (is that redundant?)
3. Is there abuse at home, physical and/or emotional?
4. What is the nature of the peer group?

In order to solve any child's issues, all context has to be considered.

Love always is the best method, however, if the child's self esteem is shattered, from abuse at home, the educator may be the child's only hope. So collective praise seems to be a step and it has to be complete. One teacher's ire can ruin the whole process. (maybe a simple compliment, "I like your shirt" can break the ice)

It's an incredibly complex scenario and there is no one solution.

However, everything starts and ends at home and if mom and dad are not on board for the benefit of the child, it falls on the community which usually means the school.

I believe that's a commitment teachers make these days for it is most likely the case that dysfunctional children are becoming more and more common.

The school has to have a solid reward program in place that is tailored to the child.

Ask the child what he/she wants. Have them come up with their reward for good behavior.

If that doesn't work, it's time for duct tape (just kidding).

That's my suggestion.

Start with mom and dad.

Then tailor a reward system tailored around the child's input.

Good luck.