From Concern to Action: Implementing Data-Driven Interventions to Support Struggling Students

James NMN McLaughlin

doi:10.36948/ijfmr.2025.v07i04.50404

From Concern to Action: Implementing Data-Driven Interventions to Support Struggling Students

Author(s)	Dr. James NMN McLaughlin
Country	United States
Abstract	The integration of technology and data systems in education is anticipated to extend beyond merely supporting students' academic pursuits; it will also aim to address their social, behavioral, and emotional needs through timely and effective interventions. However, identifying these needs and providing immediate support remains a challenge in many contexts, particularly where there is a lack of a systematic approach to collaboration among educators, families, and students. This study investigates the implementation of a school-wide data-driven intervention framework designed to assist struggling students through intentional collaboration among teachers, parents, and students. It highlights the essential roles that each stakeholder plays in the educational process. The research employed a mixed-methods design, combining quantitative data from academic performance indicators with qualitative data collected through interviews with teachers, students, and parents. The intervention process aimed to address student needs by organizing multi-stakeholder meetings for students identified as needing intervention. These meetings were crucial for tailoring support to each student's individual needs and for monitoring their progress over time. The findings indicate that schools employing structured, data-informed approaches to student support and emphasizing stakeholder perspectives tend to experience significant improvements in student outcomes, teacher alignment, and parental engagement. However, the success of these interventions is often limited by systemic barriers, including insufficient training in data interpretation, a lack of real-time performance tracking tools, and inadequate time allotted for collaborative planning. This study, therefore, contributes to the existing body of knowledge on educational leadership, data-driven instruction, and student-centered intervention practices by presenting a replicable model that ensures sustainability through early intervention, accountability, and the promotion of academic resilience.
Keywords	Data-Driven Instruction, Educational Interventions, Academic Support Systems, Mixed-Methods Research, Stakeholder Collaboration, At-Risk Students
Field	Sociology > Education
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-07-07
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.50404
Short DOI	https://doi.org/g9s9kb

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 4 Cover Page Vol 7 Isu 3 Cover Page Vol 7 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

From Concern to Action: Implementing Data-Driven Interventions to Support Struggling Students

Share this