Knowing intervention needs through the intersection of dropout factors and the CASEL framework: a case study of a tribal village in India

作者：Kemo Juwara · 发表于：Frontiers in Education · 年份：2026 · DOI：10.3389/feduc.2026.1883169

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. 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 lear...