The contribution of two funds of identity interventions to well-being related student outcomes in primary education

Drawing on students' ‘funds of identity’ is supposed to contribute to more equitable educational outcomes, both in terms of achievement and well-being-related outcomes. However, it is not obvious how teachers can uncover and use students' funds of identity (FoI) and little is known about the actual effects of an approach based on funds of identity theory. This study investigates the (perceived) effects on students' engagement, motivation for learning, school well-being, social initiative and self-efficacy of two different interventions in which four primary school teachers tried to uncover and use their students' FoI (N = 31). A mixed methods design was used. Observations were conducted before, during and after the FoI-interventions, teachers filled in questionnaires and semi-structured interviews were conducted with teachers and students. In order to track how the intervention was enacted, logbooks of teachers were collected. The quantitative results showed significant improvement of students' engagement and social initiative during the FoI-interventions, which was confirmed by the observations. In the interviews and logbooks teachers and students reported positive effects of the interventions on students' engagement, motivation for learning, school well-being and self-efficacy. The interventions from this study can serve as examples for other schools.