CHAPTER FIVE: ANALYSIS

Analyzing the findings from this study, several understandings are suggested by the data

that are worthy of deeper examination. Specifically, findings suggest that particular SEL factors

do have significance to the positive development of students identified as experiencing

underperformance. Another point of significance is that intervention programs, despite a strong

focus on academic skills, did incorporate SEL skills related to cognitive regulation, self-identity,

and interpersonal development and that development of self-identity and relational capacity in

addition to executive functioning skills was deemed important to student positive development.

Moreover, the attention that intervention programs afforded students was identified as

meaningful to the student’s positive development. These findings require unpacking regarding

their implications. Moreover, points of tension from the findings and dissonance with

educational norms need additional examination.

Discussion
Emergence of Particular SEL Factors of Significance

One of the most compelling findings from this study is the strong agreement from

program coordinators that specific SEL skills were valuable to the positive development of

students experiencing underperformance. Of twenty-nine different SEL elements presented as

sub-areas in the surveys, the majority of program coordinators identified the same six: conflict

resolution, self-esteem, ethical and performance virtues, community connectedness and adapting

to challenging situations. In fact, all program coordinators identified conflict resolution.

Likewise, interviews surfaced unanimous agreement pertaining to relational capacity, attention

to students, and self-confidence/self-advocacy, in addition to executive functioning or cognitive

regulation. These points of strong agreement suggest particular SEL skills have strong aptitude
to leverage success for students experiencing underperformance and that targeting the

development of particular SEL skills in intervention programs could yield an increase in positive

results. This is an important understanding in program design, not only for intervention

programs but with implications for school programs in order to reduce the number of students

experiencing underperformance.

The Dominance of Cognitive Regulation

Another important aspect of the findings is that intervention programs’ narrow

orientation towards academic skill development, with SEL emphasis correlating narrowly

towards cognitive regulation, may not reflect optimal design for achieving program goals.

According to the evidence of this sample group, intervention programs are focused primarily on

addressing academic discrepancies, overwhelmingly identifying an emphasis on academic skills

in the program descriptions available in public documents. Program descriptions by program

coordinators in interviews echoed this same emphasis. SEL development, even when articulated

as a value by practitioners in interviews, still remained little more than a minor note in

descriptions of programs with the value attributed to SEL development difficult to detect.

Cognitive regulation, which encompasses executive functioning skills closely identified to

academic performance, was identified by practitioners as an area of program design in surveys.

Self-identity was the only other area of SEL development that practitioners identified as part of

program design on surveys. This narrow SEL focus may not optimize opportunities to support

student positive development as supported by research in this study’s literature review.

The narrow focus on academic skill development and cognitive regulation suggests a lack

of targeted development of broad SEL skills that have a positive significance to student

performance. In analyzing SEL skills with significant impact on the positive development of
students experiencing underperformance, the importance of SEL skills outside the realm of

cognitive regulation was evident.

There are several implications to this narrow focus on academic skills and cognitive

regulation. It indicates a presumption that addressing academic underperformance involves

focusing on academic skills and cognitive regulation skills. While a focus on cognitive

regulation can be beneficial, helping students to “do school,” the emphasis also ignores research

indicating other SEL skills have a positive impact on student outcomes. The narrow focus on

cognitive regulation harkens to a “more of the same” emphasis for improving academic

achievement without a concerted effort to develop the whole student, capitalizing on student

assets to impact trajectory. Program design remains narrowly focused on skills “academic” in

nature, betraying a lack of understanding or a lack of trust in research which indicates the

positive impact of developing other SEL capabilities.

Moreover, this inclination perpetuates the false narrative of success as being defined by

academic performance, and betrays underlying presumptions about the inherent value of SEL.

Specifically, SEL as an important area of student development is not supported by the program

descriptions. Student deficits are emphasized through such an orientation solely on academic

indicators of success as opposed to an emphasis on student assets. Research suggests SEL

development is associated with positive academic outcomes, and this study’s findings indicates

that several SEL areas in addition to cognitive regulation are significant to student positive

development. Thus, intervention programming could benefit from expanded targeting of SEL

skills, rather than the narrow focus on academic skills and associated cognitive regulation skills.

This expanded SEL focus has promise to translate into better academic outcomes, as supported

by both study findings and previous research literature.

Despite the program orientation towards cognitive skills, program coordinators were

unanimous in their endorsement of interpersonal skills, such as relational capacity and conflict

resolution as well as communalism, as having a positive impact on student development.

Likewise, the importance of developing self-identity was stressed, particularly self-esteem, self-

confidence, self-advocacy, a growth mindset, and risk-taking. These broad areas were reinforced

consistently across open-ended interview responses and survey responses that allowed for

drilling down into SEL sub-areas. There is no doubt from these findings that practitioners saw

the value of connecting students to a stronger sense of self and a stronger connection to peers,

teachers, and community. In fact, qualitative analysis of interviews indicated that interpersonal

capacity and development of self-identity are not mutually exclusive but overlap as integral

aspects of co-influence.

The importance of interpersonal development with aspects of communalism was

manifested across both data collection sources: open-ended interview questions analyzed

qualitatively and survey responses analyzed quantitatively. SEL indicators of significance

included peer relationships, relationships with teachers, relationships with community, and

navigation of conflicts and connectedness to different contexts and communities. Yet program

descriptions only emphasized relationship aspects related to group work and collaboration.

Targeted cultivation of relationship skills was not evident in program design yet consistently

identified by program coordinators as significant via both data collection tools. Though

intervention programs often resulted in relationship development, the lack of attention to this

aspect of program design so it is an intentional goal is worthy of scrutiny given the strong

evidence regarding its importance.

as a focus of the intervention programs in surveys, but it was not supported well in program

descriptions. Nevertheless, survey and interview responses made it clear that the development of

a strong sense of self was identified as crucial to the positive development of students

experiencing underperformance. Specifically, student self-esteem was a strong emphasis of

practitioners as was the self-confidence to self-advocate, take risks, and make mistakes with a

growth mindset. Some interviews identified practices that supported the development of self-

confidence and self-advocacy skills, such as AVID’s practices of having students identify and

sharing problems with peers who coach the student to problem solve or create a plan of action to

resolve the point of confusion.

It should be noted that cultivating student self-confidence and advocacy is also reflective

of a relational technique involving a trusting culture cultivated among peer groups. This is one

example of the confluence between self-identity and interpersonal/ relational skills. In fact, the

two areas have significant intersections that can be mutually beneficial to student development if

supported thoughtfully through constructive program design. The interrelationship of self-

identify and relational identify can be a powerful target to significantly impact the positive

development of students experiencing underperformance.

Equity Considerations

It is also noteworthy that survey responses identified several key SEL skills among the

communalism category which was an addendum to the EASEL coding framework specifically

due to its importance in addressing equity-related issues. Adapting to challenging contexts and

community connectedness are skills of particular importance to marginalized communities in

order to successfully navigate inequitable and underrepresented environments. Conflict

student positive development, is another skill of particular importance to students who may be

marginalized or lacking in experiences of privilege. Such circumstances increase the experience

of conflict between perception of self and perceptions of success in one’s environment. This

study suggests that an equity lens is an important consideration in cultivating positive

development of students experiencing underperformance and an added area of consideration in

identifying SEL skills of significance.

Being Seen: Additional Teacher Attention

One unexpected element that emerged from interviews was the benefit of additional

teacher attention that students received from being in the intervention programs. This aspect was

a dimension of relational capacity, but it also involved the teachers talking with one another

about students and, frankly, giving more attention to the students as individuals of unique

circumstance and experience. Though demographic data was not analyzed as a component of

this study, racial minorities nationally experience a higher incidence of underperformance in

schools, as indicated in research presented regarding the opportunity gap for these students.

There is dissonance between historical normative experiences in schools and the cultural and

racial identity of these student populations as manifested in a predominantly Caucasian teaching

force, literature canon dominated by White, male authors, historical narratives emphasizing

White male experiences, media dominated by White depictions, etc. Thus, the importance of

being seen cannot be overlooked as an important finding from this study.

The additional attention by teachers who are paying attention to students’ lived

experience in these intervention programs is important, as noted by practitioner interviews.

Though this aspect may be categorized as another element of interpersonal, it is unique in that it
does not reflect the development of a student skill, but the development of teacher skills,

supported through the structure of the intervention program which allows for this additional

attention. In short, efforts to assure students are seen, receiving attention to their circumstances

and lived experiences by their teachers, is an important aspect of relational capacity that schools

need to consider in developing program systems.

The Dissonance between Program Focus and SEL’s Significance

Finally, one must note the dissonance between the findings and the design of intervention

programs. The construction of intervention programs does not reflect the importance of

capitalizing on a broad spectrum of SEL student assets in order to harness strengths towards

more success with academic outcomes. SEL development is not structured as integral, targeted

goal with established systems of cultivation. Though some program structures strengthen

particular SEL skills, practitioners identified teachers as primarily cultivating SEL on an

individualized basis. Good teachers, in short, are cultivating self-identity and relational capacity

regardless of program design. While program design remains fixated on academic skill, it risks

redundancy with the program approaches that spawned underachievement in the first place.

Development of SEL skills cannot be an add-on to academic skill development if these

intervention programs are to be best positioned to positively impact students experiencing

underperformance. It must be a core component of the intervention program design.

Summary

Students experiencing underperformance in schools can greatly benefit from targeted

development of SEL skills related to self-identity and relational-identity. Study findings indicate

that specific SEL skills are significant in the positive development of students identified as

experiencing underperformance, yet program design is narrowly focused on only certain SEL
skills. Fostering self-esteem, self-confidence, self-advocacy, risk-taking and a growth mindset

are crucial to self-identity, which, findings indicate has a positive association with students’

positive development. Moreover, interpersonal and communal relationship skills have also been

identified as SEL factors associated with positive student development. Specifically, conflict

resolution, relationships with teachers and peers, adjustment to different contexts, and connecting

with community are SEL factors that benefit student outcomes. Unfortunately, program design

seems more narrowly focused on cognitive regulation, which also is an SEL skill of importance,

but not to the exclusion of other less cultivated SEL skills. School programs would benefit from

thoughtful consideration regarding the cultivation of these SEL skills in order to positively

impact students not currently reaching potential. Moreover, an equity lens regarding

disenfranchised students could be beneficial so program structures provide opportunities for

understanding students’ circumstances and lived experience, assuring these students are truly

“seen.”