ABSTRACT

Connectedness to school has important implications for students identified with an emotional disturbance (ED), as they are a high-risk group for dropout. Whether and how feelings of school connectedness change within students with ED is important knowledge for educators providing services to students in alternative settings, and to regular public school teachers working with students who have transitioned from an alternative setting. In the present case study, changes in school connectedness were assessed for 17 youth with ED in a residential treatment facility and a follow-up interview with the school principal provided insights into the possible reasons behind this change. Results and discussion focus on the significant increase in school connectedness over time and themes regarding teacher-student relationships and teachers’ personalities.

摘要

与学校的联系对于识别出情绪障碍（ED）的学生来说具有重要意义，因为他们是辍学的高风险群体。对于教育工作者来说，是否以及如何改变学校教育联系感对于教育者来说是重要的知识，这些教育者为在替代环境下的学生提供服务，以及为从替代环境过渡的学生工作的常规公立学校教师提供服务。在本案例研究中，评估了在住宅治疗设施中的17名患有ED的青年的学校联系的变化，并与学校负责人进行了后续访谈，从而深入了解了这种变化背后的可能原因。结果和讨论的重点是随着时间的流逝，学校联系的显着增加以及有关师生关系和教师个性的主题。