Date of Conferral
2023
Degree
Doctor of Social Work (DSW)
School
Social Work
Advisor
Alice Yick
Abstract
Public schools are facing increased challenges to address the needs of students with significant behavioral issues. In response, Alternative education (AE) programs are used to reengage students in learning and enhance personal development, through a combination of academic and therapeutic strategies. AE placement is intended to be short-term, with the goal of returning students to public school. However, the differences between these two settings make it difficult for students to sustain achievements made in AE upon reentry. The purpose of this qualitative research was to use the student perspective to identify the social-emotional characteristics of AE that have influenced change, which can be implemented by social workers in the structure of public schools. Bronfenbrenner’s ecological systems theory was used in this study to acknowledge systematic influences on development and how these shape the lived experiences and perspectives of at-risk youth. Interviews were conducted with 14 AE students in a program located in Pennsylvania, to obtain information about their experiences in both AE and public school. Thematic coding produced four themes from the research. The findings include seven strategies that school social workers can implement for returning AE students. Without these efforts, students face an increased risk of failure during reentry. This information is meaningful to public school staff to more adequately support at-risk youth and prevent additional school failure.
Recommended Citation
Fields, Jennifer M., "Student Perspective of Alternative Education Characteristics Implemented by Public School Social Workers" (2023). Walden Dissertations and Doctoral Studies. 14856.
https://scholarworks.waldenu.edu/dissertations/14856
