Social–psychological interventions in education have shown remarkable promise as brief, inexpensive, and powerful methods for improving educational equity and inclusion by helping underperforming students realize their potential. These findings have led to intensive study and replication attempts to understand and close achievement gaps at scale. In the present review, we identify several significant issues this work has raised that bear on the theoretical, ethical, and policy implications of using these interventions to close achievement gaps. Using both classic and contemporary models of threat and performance, we propose a Zone Model of Threat to predict when social–psychological interventions in education may yield positive, null, and negative effects for specific students. From this analysis, we argue from an ethical standpoint that to reduce backfire effects, interventions should be focused on optimizing the salience of psychological threat across students rather than on uniformly reducing it. As a long-term policy goal, intervention studies should follow a two-step process, in which students’ individual levels of threat are first diagnosed and then interventions are tailored to the students based on their threat levels. Practical and theoretical implications of the proposed framework are discussed.

中文翻译：

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进行社会心理干预以缩小教育成绩差距的理论，伦理和政策考虑

在教育中进行社会心理干预已显示出非凡的前景，即通过帮助表现不佳的学生实现其潜力，以简短，廉价且强大的方法来提高教育公平性和包容性。这些发现导致人们进行了深入的研究和重复尝试，以了解并缩小大规模的成就差距。在当前的审查中，我们确定了这项工作提出的几个重要问题，这些问题涉及使用这些干预措施来缩小成就差距的理论，道德和政策含义。我们使用经典和当代的威胁与绩效模型，提出了威胁区域模型，以预测教育中的社会心理干预何时可能对特定学生产生正面，负面和负面影响。根据此分析，我们从道德的观点出发认为，为减少适得其反的影响，干预措施应侧重于优化学生对心理威胁的关注度，而不是一味地减少这种威胁。作为一项长期的政策目标，干预研究应遵循两个步骤，即首先诊断学生的个人威胁级别，然后根据学生的威胁级别为他们量身定制干预措施。讨论了所提出框架的实践和理论意义。其中首先诊断学生的个人威胁级别，然后根据学生的威胁级别为他们量身定制干预措施。讨论了所提出框架的实践和理论意义。其中首先诊断学生的个人威胁级别，然后根据学生的威胁级别为他们量身定制干预措施。讨论了所提出框架的实践和理论意义。