Question.3708 - To prepare: Review the Learning Resources related to causes and effects and how this might support your Assignment. Review the “Causes and Effects of Your Capstone Problem Organizational Matrix” found in the Learning Resources and use this template to help you organize your thoughts and ideas for this Assignment. Review your research from your literature review related to your specific problem and consider 3 causes and 3 effects that were described about your problem. Assignment (2–3 pages, not including title page and reference page) Write a clearly defined narrative that incorporates the 3 causes and 3 effects and explain how these causes and effects relate to your problem. Explain your reaction to the findings about the causes and effects of the problem. Explain whether you believe these causes could have been prevented and how. Explain which cause or effect you think was most important in leading to the problem and why.
Answer Below:
In the United States, high school dropout rates suggest a significant barrier which leads to negative outcomes. These negative outcomes are including unemployment and reduced lifetime earnings. Resilience, which is defined as the ability to adapt positively in the face of adversity which is absolutely vital to surmount these obstacles faced by high school dropouts for their further progress in future. Through this narrative we understand how resilience can be cultivated to support high school dropouts in attaining their General Educational Development or GED certification, which will eventually help them enhance their long-term prospects. Cause 1: Emotional Regulation, Mental Health, and Motivation Emotional regulation and mental health, both are essential components for resilience. High school dropouts face various psychological challenges which are associated with struggling with low self-esteem and motivation and it often hampers their educational pursuits. According to research, emotional support and mental health interventions significantly enhance resilience and enable students to cope with academic pressures (Williams, 2023). Greater engagement with educational opportunities appear when there is a presence of improved emotional regulation. Effect 1: Enhanced Coping Strategies Effective emotional management leads to improved academic engagement. Students who can regulate their emotions are more likely to persist in their studies despite setbacks, reinforcing their commitment to educational goals (Garcia & Patel, 2021). Cause 2: Community Involvement and Teacher Support To foster resilience, community involvement and supportive teacher relationships are extremely crucial. According to studies, strong community ties and mentorship provided by teachers contribute significantly to students emotional well-being and academic success(Kuperminc et al., 2019). High school dropouts feel encouraged to pursue their GED when they receive encouragement from their communities and teachers in return. Effect 2: Improved Academic Persistence Supportive relationships lead to greater academic persistence among high school dropouts. Students who feel connected to their communities or supported by teachers demonstrate a higher likelihood of returning to education (Diab & Green, 2024). This social support acts as a buffer against challenges faced during the GED process. Cause 3: Personalized Learning Pathways According to individual needs, personalized learning pathways should be tailored, which is absolutely essential for fostering resilience. With the help of innovative educational models that adapt to the unique circumstances of high school dropouts, it can noticeably their chances of success (Kim & Lee, 2021). These interventions include flexible scheduling and individualized instruction that cater to diverse learning styles. Effect 3: Increased Educational Engagement Implementing personalized learning pathways leads to increased educational engagement among high school dropouts. By addressing specific barriers such as work commitments or family responsibilities, personalized approaches help them remain committed to achieving their GED (Llistosella et al., 2023). Reflection on Findings These findings highlight the interconnectedness of emotional health, community support, and personalized learning in fostering resilience among high school dropouts. Community involvement emerges as a particularly significant factor leading to successful GED attainment. Social connections provide essential encouragement for students facing obstacles, making them crucial for educational journeys. In summary, fostering resilience through targeted interventions can significantly improve outcomes for high school dropouts seeking their GEDs. Addressing emotional health, leveraging community support, and personalizing educational experiences create pathways for success in this vulnerable population. References: Diab, A., & Green, E. (2024). Cultivating resilience and success: Support systems for novice teachers in diverse contexts. Education Sciences, 14(7), 711. https://doi.org/10.3390/educsci14070711Kuperminc, G. P., Chan, W. Y., Hale, K. E., Joseph, H. L., & Delbasso, C. A. (2019). The role of school-based group mentoring in promoting resilience among vulnerable high school students. American Journal of Community Psychology, 65(1-2). https://doi.org/10.1002/ajcp.12347Llistosella, M., Goni-Fuste, B., Mart?n-Delgado, L., Miranda-Mendizabal, A., Franch Martinez, B., P?rez-Ventana, C., & Castellvi, P. (2023). Effectiveness of resilience-based interventions in schools for adolescents: A systematic review and meta-analysis. Frontiers in Psychology, 14, 1211113. https://doi.org/10.3389/fpsyg.2023.1211113 Garcia, M., & Patel, R. (2021). Building emotional regulation and resilience in at-risk youth: A comprehensive approach to dropout prevention. Educational Leadership Review, 59(4), 225-237. https://doi.org/10.1108/ELR-05-2021-1035Kim, J., & Lee, H. (2021). Innovative models for personalized learning pathways: Strategies for re-engaging high school dropouts. Journal of Learning Strategies, 15(1), 89-101. https://doi.org/10.1080/JLS.2021.056789Williams, S. (2023). Resilience and long-term success in high school dropouts: The role of social and psychological factors in GED attainment. Journal of Educational Research and Policy Studies, 45(2), 189-204. https://doi.org/10.1080/JERP.2023.1024873More Articles From Others
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