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Can it be done_An evaluation of staff perceptions and affordability of a school-based multi-component_CQU.pdf (466.64 kB)

Can it be done? An evaluation of staff perceptions and affordability of a school-based multi-component integrated intervention for improving the resilience of Aboriginal and Torres Strait Islander boarding students

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posted on 2023-11-28, 00:55 authored by Tessa BenvenisteTessa Benveniste, Alexandra Van BeekAlexandra Van Beek, Janya MccalmanJanya Mccalman, Irina Kinchin, Erika Langham, Roxanne Bainbridge
Internationally, schools have recognised the need for supporting and improving the resilience of students, particularly those facing a multiplicity of challenges. However, social and emotional learning programmes, including those aimed at enhancing resilience, are often not evaluated thoroughly nor detail process and economic evaluations. This paper evaluates a multi-component integrated intervention designed to strengthen the resilience of remote-living Aboriginal and Torres Strait Islander students attending boarding schools. This evaluation is largely process-based, focussing on the acceptability, feasibility, preliminary outcomes and affordability of implementation of the intervention. Fourteen boarding or teaching staff members, eight female and six who identified as Aboriginal, were interviewed. The interviews were conducted with staff members at eight Queensland boarding sites where the intervention was delivered. Qualitative inductive thematic analysis was used to evaluate feasibility and acceptability and outcomes described by staff. A descriptive analysis of the costs (AU$ 2018) was performed in Microsoft Excel 2013. This evaluation identified multiple major themes around feasibility and acceptability, including sharing experience across sites, staff knowledge, attitudes and behaviours, and perceived student achievement, leadership and relationships. Implementation of the resilience intervention was considered feasible and affordable, and embraced by boarding providers. School-based participatory action research interventions aimed at improving culturally appropriate support structures for Indigenous boarding students are achievable with the appropriate resourcing and time to implement and embed change.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

30

Issue

1

Start Page

33

End Page

50

Number of Pages

18

eISSN

1839-7387

ISSN

1036-0026

Publisher

The Society for the Provision of Education in Rural Australia (SPERA)

Additional Rights

CC BY 4.0 DEED

Peer Reviewed

  • Yes

Open Access

  • Yes

Cultural Warning

This research output may contain the images, voices or names of Aboriginal and/or Torres Strait Islander or First Nations people now deceased. We apologize for any distress that may occur.

Era Eligible

  • Yes

Journal

Australian and International Journal of Rural Education