Knowing intervention needs through the intersection of dropout factors and the CASEL framework: a case study of a tribal village in India
Résumé
Introduction One major obstacle to the realisation of a sustainable dropout reduction programme is the lack of an appropriate intervention design. This study employed a participatory research process to develop a sustainable dropout reduction design/solution by mapping community insights from a dropout factor study against the Collaborative, Academic, Social and Emotional Learning (CASEL) five SEL competencies framework as a guide. Methodology The study drew participants from seven stakeholder groups, namely, a village leadership group comprising key informants, panchayat officials, and Asha workers; a self-help group; a parent leadership group consisting of parents with a child in school; a youth leadership group involving young men and women; a student leadership group including current students, dropouts, and graduates; a school leadership group comprising teachers, administrators, and security officials; and a policy leadership group involving education officers, tribal affairs officers, and block development officers. In total, 36 unique participants participated in focus group discussions (FGDs; six per group, i.e., three males and three females); 24 of these participants (four per group, i.e., two males and two females) also underwent semi-structured interviews. This population was selected using purposive sampling. Using the interview and FGD codes, the study uncovered seven dropout factorial themes, namely, lack of interest, low parental awareness, insufficient income, unsuitable learning infrastructure, uncertainty of employment, negative beliefs about learning, and dislike for school boarding. The factors identified led to low performance, an increase in child labourers and child marriage, substance abuse, high absenteeism, low attendance, and an increase in withdrawal rate. The dropout factors identified from the interview and focus group discussions were coded into different themes using Atlas.ti, and themes from the FGDs and interviews were triangulated by matching common themes. These themes were then mapped to the five SEL dimensions of the CASEL framework using pattern matching. Results The overall findings of this study suggest that the dropout factors identified clearly associate with the five dimensions of the CASEL framework, with self-awareness, emotional, and social awareness factors considered most influential. Discussion It also indicates that dropout rates can be reduced by developing students' valuing skills (SA); emotional control and goal-setting skills (SM); empathetic and diversity appreciation skills (SA); communication and collaboration skills (relationship building skills); and resistance to challenges and good choice-making skills (problem-solving and relationship). These uncovered associations generate hypotheses for SEL-focused dropout prevention, which necessitates experimental research to test whether building SEL-specific competences will reduce dropout-risk behaviour among students.
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