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March 1, 20260 citationsOpen Access

Frontiers in Psychology-Educational Psychology / Strengthening Resources Through Identity-Reframing Interventions: Empowerment for Students with Low Socioeconomic Status and with ADHD Symptoms

JMJulius MöllerSRStefan ReißEJEva Jonas

Key Points

  • The study aims to examine how identity-reframing interventions can empower vulnerable student groups, particularly those with low socioeconomic status or ADHD symptoms.
  • Utilized the social cure approach to assess interventions
  • Targeted students from low socioeconomic backgrounds and those exhibiting ADHD symptoms
  • Analyzed the impact on social belonging within academic settings
  • Identity-reframing interventions showed potential in enhancing students' social belonging
  • Participants reported increased empowerment and connection with peers
  • Demonstrated a positive shift in attitudes towards academic engagement

Abstract

Introduction: Students draw on multiple resources to pursue a higher educationdegree. Vulnerable student groups, such as those from low socioeconomic status(SES) or with symptoms of Attention Deficit Hyperactivity Disorder (ADHD), mayhave fewer resources at their disposal. An essential resource in higher educationsettings is social belonging among their peers within the academic environment.Students from low SES or with ADHD symptoms might lack this sense of belongingdue to their different background or their additional needs.Methods: Based on the social cure approach, we investigate

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Cite This Study

Möller et al. (2025) studied this question.

synapsesocial.com/papers/69a3d8d8ec16d51705d3007dhttps://doi.org/10.3389/fpsyg.2025.1525850_möller
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