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Abstract
This article presents a qualitative study of the Succeeding in School program, an Internet-based intervention designed to help students reflect on key elements of academic success. The 139 students (10–12 years old) who participated in this study were largely of American Indian heritage and attended an elementary school (K–6) in southeastern North Carolina. A phenomenological examination of the data found that students used the Succeeding in School program to identify relationship with peers, relationship with teachers, and finally the relationship with self. The relationships with peers, with teachers, and with themselves may lead to success, or may lead to violence.
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