Assessing the outcomes of school-based partnership resilience intervention (original) (raw)
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In this era of education reform, school counselors are among educators being held accountable for the academic achievement of minority and poor children. School counselors in urban schools serve a disproportionate number of minority and poor children at risk for school failure. Urban school counselors can play critical roles in engaging their school’s stakeholders in implementing partnership programs that foster student achievement and resilience. This article discusses team facilitator, collaborator, and advocacy roles and strategies for urban school counselors and specific types of partnership programs they need to promote to foster academic achievement and resilience in minority and poor students.
2018
Background. Academic underperformance is a serious concern affecting students worldwide. Educational inequity contributes to academic underperformance whereby students with specific sociodemographic characteristics receive less school resources and adequate teaching relative to their peers. Gender, race, and socioeconomic status act as salient and common sources of educational inequity, and as such, serve as risk factors that increase the likelihood of academic failure. Academic resilience, defined as the increased likelihood of school success in the face of adversities, has been proposed as a potential solution for the deleterious effects of academic risk. Fostering academic protective factors through school-based interventions to improve academic resilience may promote effective and equitable school performance. Objectives. The study had two main objectives. Firstly, the review aimed to determine if gains in academic resilience via the use of specific psychosocial protective factors can improve academic performance among primary and secondary school students. The second objective was to assess whether or not relative improvements in school performance were equitable across the PROGRESS-Plus factors of gender, race, and socioeconomic status. Methods. A comprehensive search for prominent academic-related psychosocial protective factors informed the search strategy for relevant studies. A systematic review of school-based interventions for academic resilience was conducted, including database searching, grey literature searching, and contacting relevant authors for additional research. Effectiveness data syntheses were performed using a meta-analysis of main effects across ten studies as well as a sensitivity analysis for two low-risk of bias studies. Harvest plots synthesised equity evidence across four studies while equity-relevant information was summarised in a bar graph. Several robustness checks (funnel plot, Egger’s test, influence diagnostics) were performed as an explanatory measure to account for sources of bias and between-study variability. Results. The results indicated that academic resilience interventions are effective at ameliorating school performance (g=0.8, p=0.008). The equity results from the harvest plot suggest that these interventions may reduce educational inequity across gender and race for female students and minority students but no evidence was reported on socioeconomic status. The results from the sensitivity analysis were large (g=2.11) but statistically insignificant (p=0.19). The robustness checks confirmed the presence of statistical heterogeneity, which was attributed to the inclusion of one study, Miller (2017). Conclusions. The findings indicated that academic resilience interventions may be both effective and equitable at improving educational performance. Given the novelty of this research field, additional research is needed across all academic protective factors, especially self-care behaviours and academic help-seeking. Additionally, better reporting standards, including equity guidelines for non-randomised trials and published protocols, are vital to future research endeavours. Academic resilience interventions have major practice implications given the flexibility in delivery, wide range of use across differing school levels, and cross-cultural relevance. Considering international education policy, these interventions provide an insightful and innovative way of closing global educational gaps, which may have large implications for the U.N. Sustainable Development Goal 4 for providing high-quality and accessible education for all.
School-Based Interventions to Enhance the Resilience of Students
Journal of Educational and Developmental Psychology, 2013
A scoping review of programs targeting middle school students suggests that resilience is seldom the result of interventions within schools alone, or any other single system that provides services to students. Instead, resilience is shown to be a multidimensional construct, involving both exposure to risk and access to multiple internal and external resources. Based on a scoping review of outcomes from 36 interventions, we highlight the elements of successful programs with vulnerable students and reasons for why some programs appear to be less effective or have a negative impact. Less successful programs tended to be those that did not include a cultural component or show sensitivity to contextual variations among students like the size of their community, access to other services and supports, or the economic status of the child's family. The biases of funders, researchers and educators also influence the choice of resilience-promoting intervention made available in a school rather than the specific needs of the targeted student population. We conclude with several recommendations for more effective interventions with students and the implications of our findings to the evaluation of program outcomes.
Professional School Counseling, 2005
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Contemporary research and the ecosystemic psychological approach both underline the role of school community in promoting psychological resilience and well-being of students, especially in case of students with socio-emotional difficulties. The aim of this study is to provide a description and evaluation of school based programs for prevention or intervention in case of students with socio-emotional difficulties, as well as school based programs that promote resilience and psychosocial well-being for the general student population. Overall, effective school based programs seem to be characterized by a holistic approach of students' symptoms, interpreting them as a reaction to problematic relationships between children with difficulties and their teachers, family and school. Under this scope, interventions are collaboratively implemented by the educational staff, mental health professionals and family, and aim at the development of a supportive school climate that promotes resilience and cultivates students' sense of belonging to their school, especially in case of students with socio-emotional difficulties, to create a system of social-emotional support for students, teachers and parents in need that could form the foundation of resilient schools and classrooms. Cite
Exploring the Dynamics of Resilience in an Elementary School. Report No. 26
1998
This report describes a framework for exploring the processes of resilience in students at Stanton Elementary School, an urban public school in Washington, D.C. Investigators for the Center for Research on the Education of Students Placed at Risk invited Stanton to participate in a study of exposure to stress, including violence, and its relationship to psychosocial and school success, and agreed to become one of the school's community partners and provide information for purposes of professional development and continuous school improvement. The first section of the report describes the current environment in the school and the community; the second discusses Stanton's evolving resilience approach; and the third presents the conceptual framework that links school improvement to student resilience. The report concludes with reflections in the benefits of the approach for Stanton's community of students, family, and staff and considers implications for adapting the framework in other school settings. Three appendixes contain a report on a study assessing risk and protective factors for 263 of Stanton's children, a list of protective factors for Stanton students, and a table showing how Stanton students rate motivation for reading. (Contains 7 tables, 2 figures, and 30 references.) (Author/SLD)
Review of Research on Educational Resilience
2003
One area of research that has important implications for improving the education of students at risk of academic failure is concerned with “resilient” students, or those students who succeed in school despite the presence of adverse conditions. In education, conceptual and empirical work on resilience has gained recognition as a framework for examining why some students are successful in school, while others from the same socially- and economically-disadvantaged backgrounds and communities are not. Such a framework could be useful in helping educators design more effective educational interventions that take into account “alterable” factors that distinguish resilient students from nonresilient students. The purpose of this report is to explain how a focus on educational resiliency might lead to improvements in the education of students at risk of academic failure. Issues related to the definition of resiliency are discussed, and several resilience studies that have helped to develop...
Exploring the Dynamics of Resilience in an Elementary School
1998
This report describes a framework for exploring the processes of resilience in students at Stanton Elementary School, an urban public school in Washington, D.C. Investigators for the Center for Research on the Education of Students Placed at Risk invited Stanton to participate in a study of exposure to stress, including violence, and its relationship to psychosocial and school success, and agreed to become one of the school's community partners and provide information for purposes of professional development and continuous school improvement. The first section of the report describes the current environment in the school and the community; the second discusses Stanton's evolving resilience approach; and the third presents the conceptual framework that links school improvement to student resilience. The report concludes with reflections in the benefits of the approach for Stanton's community of students, family, and staff and considers implications for adapting the framework in other school settings. Three appendixes contain a report on a study assessing risk and protective factors for 263 of Stanton's children, a list of protective factors for Stanton students, and a table showing how Stanton students rate motivation for reading. (Contains 7 tables, 2 figures, and 30 references.) (Author/SLD)
The Value of Resiliency in Schools Today
2015
Every individual will face inevitable hardships in his or her life. These hardships will differ in severity, but each event will be respectively challenging to each individual. Research supports that students who are resilient are more capable of overcoming these obstacles in their lives. In schools today, educators often forget about the value of fostering resiliency within their students. This can inhibit the successful outcomes that all educators hope that their students will achieve in school and in life. Resiliency skills such as goal setting, social competency, self-efficacy skills, stress management, belongingness and more can help a student succeed academically, socially, and/or emotionally. Some schools use whole school comprehensive frameworks such as the Knowledge Is Power Program, while others use small group counseling programs such as Karen Griffith’s Building Resiliency program. While building a whole school comprehensive program can take time, an effective small grou...