Success Coaches’ Perspectives on Student Impacts of the Wellness, Resiliency, and Partnerships Project
Bibliographic record
Abstract
Students with Fetal Alcohol Spectrum Disorder (FASD) often experience unique academic challenges and strengths, with many students lacking access to the supports that they need. This study examined student impacts of the Wellness, Resiliency, and Partnerships (WRaP) project, through which success coaches provided individualized wraparound supports to students with FASD in high schools across Alberta. A secondary data analysis of focus groups with success coaches was conducted using qualitative description. Resulted showed four themes related to student impacts from the perspectives of success coaches including: (1) develop positive relationships, (2) academic success, (3) experience wraparound supports, and (4) social-emotional gains. The first theme showed that students developed positive relationships with success coaches. Two subthemes highlighted that students received caring support from success coaches and had access to a safe space. The second theme showed that students experienced academic success. Three subthemes included academic achievement, increased school attendance, and that students had a more positive view and experience of the school system. The third theme identified that students experienced wraparound supports. Four subthemes described that students connected with community resources, received support outside of school, experienced adaptive and responsive supports, and experienced integrated supports. The final theme revealed that students experienced social-emotional gains. Two subthemes included that students had more supported caregivers which resulted in stronger relationships with caregivers and that students experienced enhanced social-emotional wellbeing. This study highlights the importance of wraparound supports in promoting the academic, social, emotional, and behavioural needs of students with FASD.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.004 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".