Develop gender-specific well-being strategies, especially literacy support for male students¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article's Notes for Practice recommend that "Future research should explore gender-specific strategies, addressing unique socio-emotional needs to improve educational outcomes, especially in literacy for male students." This strategy follows from the gender-stratified finding that the WEC index, particularly the emotional well-being component, showed more pronounced associations with literacy outcomes for males and a complete loss of meaningful effects for females on NAPLAN reading, spelling, and grammar. It directs educators and researchers toward tailoring socio-emotional support by gender.

Design Implications¶

Context¶

Requirements¶

• System-level well-being measurement (such as the WEC) capable of stratifying associations by gender

Constraints¶

• The article frames this as a direction for future research rather than a tested intervention; the underlying gender pattern is cross-sectional and correlational

Target Learners¶

• Male students in Years 4–10, particularly in literacy

Target Learning Goals¶

• Improving literacy outcomes by addressing socio-emotional needs specific to gender

Claims¶

• Female students reported lower challenge emotions than male students after controlling for other variables [~W]

Related Strategies¶

• Three design recommendations for gender-responsive AI literacy programs

Examples¶

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Key Sources¶

• Marrone, Lam, Barthakur, Brinkman, Dawson, & Gabriel. (2024). The Relationship between Well-being and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System Wide Data from 2016–2019. Journal of Learning Analytics, 11(3). https://doi.org/10.18608/jla.2024.8357