Strength-Based Education for at-Risk and Vulnerable Students: A Framework for Social Justice Education
Keywords:
Risk; Vulnerable Student; Strength Perspective; Strength-Based Education
Abstract
Vulnerable and at-risk students need educational support that highlights their strengths rather than their limitations. Schools play a crucial role in ensuring that growth opportunities remain accessible, even when families face challenges. This study, based on a multi-case analysis of three public schools, examines how strength-based education is implemented to support vulnerable learners. The findings reveal practical strategies such as comprehensive student assessments, differentiated instruction, and supportive teacher–student relationships, alongside continuous engagement in positivity. At the same time, structural and cultural barriers—including stigma, limited parental involvement, and resource constraints—are identified as challenges to inclusive practice. By presenting both enabling and inhibiting factors, this research offers insights for schools and policymakers to strengthen inclusive, empowering, and social justice education systems.
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Climie, E. A., & Mastoras, S. M. (2015). ADHD in Schools: Adopting a Strengths-Based Perspective. Canadian Psychology, 56(3), 295–300. https://doi.org/10.1037/cap0000030
Comber, B., & Kamler, B. (2004). Getting Out of Deficit: Pedagogies of reconnection. Teaching Education, 15(3), 293–310. https://doi.org/10.1080/1047621042000257225
Creswell, J.W. & Creswell, J. . (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. In SAGE Publications Inc (5th ed., Vol. 1, Issue). Sage.
Curren, R., Boniwell, I., Ryan, R. M., Oades, L., Brighouse, H., Unterhalter, E., Kristjánsson, K., de Ruyter, D., Macleod, C., Morris, I., & White, M. (2024). Finding consensus on well-being in education. Theory and Research in Education, 22(2), 117–157. https://doi.org/10.1177/14778785241259852
Dua, V., & Dua, A. (2017). Inclusive Education : Challenges and Barriers. Paripex-Indian Journal of Research, 6(1), 856–858.
Ebersöhn, L., & Eloff, I. (2006). Identifying asset-based trends in sustainable programmes which support vulnerable children. South African Journal of Education, 26(3), 457–472.
Fei, C., & Oyam, D. M. (2024). The Role of Teacher Training in Addressing Student Mental Health Issues in the Classroom. 12(2), 313–318.
Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2015). Using Strengths-Based Approaches in Early Years Practice and Research. International Journal of Early Childhood, 47(1), 27–52. https://doi.org/10.1007/s13158-014-0115-8
Gamboa, C. C., Vanderhoven, E., & Maturana, A. P. (2022). Perceived Success Factors in an Outstanding School Serving Vulnerable Students: Case-Study of a Chilean Public School. Multidisciplinary Journal of Educational Research, 12(1), 1–37. https://doi.org/10.17583/REMIE.4244
Gander, F., Proyer, R. T., Ruch, W., & Wyss, T. (2013). Strength-Based Positive Interventions: Further Evidence for Their Potential in Enhancing Well-Being and Alleviating Depression. Journal of Happiness Studies, 14(4), 1241–1259. https://doi.org/10.1007/s10902-012-9380-0
Gardner, M., & Toope, D. (2011). A social justice perspective on strengths-based approaches: Exploring educators’ perspectives and practices. Canadian Journal of Education, 34(3), 86–102.
Garrison, C., & Ehringhaus, M. (2011). Formative and Summative Assessment in the Classroom. Effective Classroom Assesment. https://doi.org/10.1080/00405841.2016.1148989
Gerring, J. (2007). Case Study Research : Principles and Practices. Cambridge University Press.
Ghongkedze, M. N. (2018). Why They Are Labeled “At Risk” Children. Forum on Public Policy Online.
Gillham, B. (2000). Case Study Research Methods. Continuum.
Gleason, E. T. (2007). A strengths-based approach to the social developmental study. Children and Schools, 29(1), 51–62. https://doi.org/10.1093/cs/29.1.51
Hafeez, M. (2021). Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods. Pedagogical Research, 6(3), 1–10. https://doi.org/10.29333/pr/11684
Hata, A., Yuwono, J., Purwana, R., & Nomura, S. (2021). Embracing Diversity and Inclusion in Indonesian Schools – Challenges and Policy Options for the Future of Inclusive Education.
Ikram, M., Hameed, A., & Imran, M. (2020). Effect of Teachers Training on students academic performance. Pakistan Journal of Humanities and Social Sciences, 8(1), 10–14. https://doi.org/10.52131/pjhss.2020.0801.0097
Jongbloed, J. (2018). Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans. European Educational Research Journal, 17(5), 733–754. https://doi.org/10.1177/1474904118770818
Jung, D. W. M. (2015). Exploring The Experiences Of Student Mental Health : A Strenght-Based Perspective (Issue July). The Adler School Of Professional Psychology.
Kaufman, P., & Bradbury, D. (1992). National Center for Education Statistics: Characteristics of At-Risk Students in NELS : 88 Contractor Report. August, 105.
Kausik, N. H., & Hussain, D. (2023). The Impact of Inclusive Education on Academic Motivation, Academic Self-Efficacy, and Well-Being of Students With Learning Disability. Journal of Education, 203(2), 251–257. https://doi.org/10.1177/00220574211031957
Komalasari, G., Wahyuni, E., & Karsih. (2017). Asesmen Teknik Non Tes dalam Perspektif BK Komprehensif. Indeks.
Krefting, L. (1991). Rigor in Qualitative Research: The Assessment of Trustworthiness. The American Journal of Occupational Therapy, 45(3).
Kurowski, M., Černý, M., & Trapl, F. (2022). a Review Study of Research Articles on the Barriers To Inclusive Education in Primary Schools. Journal on Efficiency and Responsibility in Education and Science, 15(2), 116–130. https://doi.org/10.7160/eriesj.2022.150206
Lee, M. Y. (2003). A Solution-Focused Approach to Cross-Cultural Clinical Social Work Practice: Utilizing Cultural Strengths. Families in Society, 84(3), 385–395. https://doi.org/10.1606/1044-3894.118
Lewis, J. A., Lewis, M. D., Daniels, J. A., & D’Andrea, M. J. (2011). Counseling Community : A Multicultural -Social Justice Perspective. In Brooks/Cole, Cengage Learning.
Lewis, R., & McCann, T. (2009). Teaching “At Risk” Students : Meeting Their Needs. In International Handbook of Research on Teachers and Teaching (Issue January 2009, pp. 895–905). Springer Science + Business Media LLC. https://doi.org/10.1007/978-0-387-73317-3
Lopez, S. J., & Louis, M. C. (2009). The Principles of Strengths-Based Education. Journal of College and Character, 10(4). https://doi.org/10.2202/1940-1639.1041
Louis, M. C. (2008). A Comparative Analysis Of The Effectiveness Of Strenghts-Based Curricula In Promoting First-Year College Student Success (Issue July). Azusa Pacific University.
Mariati, P., Purnamasari, N., Soetantyo, S., Suwarna, I. R., & Susanti, E. I. (2021). Prinsip Pengembangan Pembelajaran Berdiferensiasi ( Differentiated Instruction ). Pusat Kurikulum dan Pembelajaran Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi.
Masten, A. S. (2018). Resilience Theory and Research on Children and Families: Past, Present, and Promise. Journal of Family Theory and Review, 10(1), 12–31. https://doi.org/10.1111/jftr.12255
Méndez-Giménez, A., del Pilar Mahedero-Navarrete, M., Puente-Maxera, F., & de Ojeda, D. M. (2022). Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year. European Physical Education Review, 28(2), 380–396. https://doi.org/10.1177/1356336X211047866
Mevlut, G. (2016). What are the teaching responsibilities of being a teacher? Educational Research and Reviews, 11(8), 623–629. https://doi.org/10.5897/err2016.2643
Milner, H. R., Cunningham, H., Murray, I., & Alvarez, A. (2017). Supporting Students Living Below the Poverty Line. National Youth at Risk Journal, 2(2). https://doi.org/10.20429/nyarj.2017.020204
Mutolib, A., Nuraini, C., Januar Arifin Ruslan, dan, Siliwangi No, J., Tawang, K., Tasikmalaya, K., & Barat, J. (2022). Bagaimana Minat Pemuda terhadap Sektor Pertanian?: Sebuah Pendekatan Multi Kasus di Indonesia How is Youth Interest in the Agricultural Sector?: A Multi-Case Approach in Indonesia. Journal of Extension and Development ISSN, 4(02), 126–134.
Oktaviani, D. A., & Rozci, F. (2024). Analisis Penyebab Menurunnya Minat dan Partisipasi Generasi Muda dalam Sektor Pertanian. Jurnal Ilmiah Manajemen Agribisnis, 11(1), 48–56. https://doi.org/10.33005/jimaemagri.v11i1.7
Palomer, C. G., & Paredes, R. D. (2010). Reducing the educational gap: Good results in vulnerable groups. Journal of Development Studies, 46(3), 535–555. https://doi.org/10.1080/00220380903318038
Patton, M. . (2002). Qualitative evaluation and research methods (Vol. 3). SAGE Publications.
Payne, M. (2021). Modern social work theory (5th ed.). Bloomsbury Publishing.
Peng, Z. (2023). The Role of the Teacher in Modern Education. International Journal of Education and Humanities, 8(2), 117–118. https://doi.org/10.54097/ijeh.v8i2.7758
Pulla, V. (2017). Strengths-based approach in social work: A distinct ethical advantage. International Journal of Innovation, Creativity and Change, 3(2), 97–114.
Rahmawati, A., Putri, T. A., Aminullah, V. V., & Setiowati, Y. (2025). Peran Generasi Muda dalam Optimalisasi Agribisnis untuk Ketahanan Pangan Nasional : Literatur Review. 8. https://doi.org/10.30595/pspfs.v8i.1501
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Published
2026-02-23
How to Cite
Fitriyani, H., Nugroho, F., & Poerwandari, E. K. (2026). Strength-Based Education for at-Risk and Vulnerable Students: A Framework for Social Justice Education. International Journal of Social Science Research and Review, 9(3), 303-318. https://doi.org/10.47814/ijssrr.v9i3.3298
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