A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Abstract

We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social‐emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally‐attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.