Transitions in education policy and interventions for underachievers in South Korea

South Korea has recently shifted away from an outcomes-based accountability system to a more holistic approach to interventions for underachieving students in elementary school, called Do-Dream schools. Based on qualitative interview data, this study examines how the new intervention policy is perceived and implemented in practice. Findings reveal that teachers and students have positive responses to Do-Dream schools, even though there are some hurdles that hinder the effective implementation of the new policy. Nonetheless, schools attempted to provide more diverse intervention programs to enhance underachieving students’ emotional and academic development instead of focusing on standardized achievement goals. Based on these findings, the study provides wider implications that can be useful in other countries with regard to interventions.