Using Protective Factors to Promote Academic Achievement in High School

This session is from the NASP 2021 Annual Convention

  • PMD: 8
  • Skill Level: Introduction
  • Session 3: Promoting Diversity and Multicultural Competence in School Psychology

Learner Objectives

This session will help participants…

  1. foster a more comprehensive understanding of the larger nature of these specific ecological factors that are most effective in supporting these students (e.g., relationships with individuals, larger sense of community belonging, student beliefs of the importance of education).
  2. highlight the racial, ability, and socioeconomic inequity present within the American school system, in order to have a conceptual understanding of the children most at risk, and foster conversations about proactive school-based strategies.
  3. identify the specific ecological factors that are most effective in reducing the achievement gap with students of color, students from economically disadvantaged backgrounds, and students who have a diagnosed disability.

Description

Previous research indicates that race, low socioeconomic status, and disability status are often predictive of poorer student academic outcomes. An analysis of self-report data taken from 1,024 suburban, ninth grade students in the Northeast provided a clearer picture about student perceptions of protective factors in place at their school. Understanding these factors can help school staff actively reduce this achievement gap, and promote academic equity for all students.

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Presenter(s)

Sophie V. Hall, Northeastern University
Matthew R. DuBois, Public Schools of Brookline

Letter to Supervisor

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Preliminary Brochure

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