Care Matters: Student Perspectives of Mental Health Determinants in an Alternative High School

2021 ◽  
pp. 152483992110465
Author(s):  
Adam W. Jordan ◽  
Kasey H. Jordan ◽  
Allison Sutphin
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Alternative School ◽  
Alternative High School ◽  
The United States ◽  
Health Determinants ◽  
Marginalized Youth ◽  
School Students ◽  
Health Promoting

Public alternative schools in the United States are multifaceted educational entities that often serve students marginalized from traditional spaces, yet little research exists highlighting the perceptions of alternative school students regarding mental health–promoting school practices. In this qualitative study, the voices of seven alternative high school students (four female and three male) are presented through the use of a targeted focus group. The following two research questions guided this study: What aspects of the public alternative school environment do students perceive to facilitate their mental health? What aspects of public alternative school environments do students perceive as barriers to mental health? Using qualitative descriptive methods, findings suggested that for these students the alternative school is a unique institution, designed for them, in which they can thrive due to the caring nature of the professionals they encounter. Implications for practitioners dedicated to producing mental health–promoting, inclusive school spaces for marginalized youth are presented.

Knowledge about Drug Abuse in an American Small Town

1973 ◽  
Vol 32 (2) ◽  
pp. 571-574 ◽  
Author(s):  
Michael R. McKee
Keyword(s):  
Mental Health ◽  
United States ◽  
High School ◽  
High School Students ◽  
Drug Users ◽  
Formal Education ◽  
The United States ◽  
Health Clinic ◽  
Mental Health Clinic ◽  
School Students

In a small (pop. 25,000) Eastern community in the United States, “counselors” (teachers, parents, police, mental health clinic workers, and ministers) and high school students were interviewed and tested to ascertain knowledge regarding drugs. Data suggest that less is known about certain categories of drugs than others; drug users are more knowledgeable about drugs than non-users; police scored consistently lower than other “counselors” and students; and those with higher levels of formal education scored higher. Particular problems and areas of ignorance among the (usually non-drug using) adults who give counsel require identification to aid in establishing more realistic, efficient, and effective organizing, staffing, and operating of programs.

Substance Use on School Property among Students Attending Alternative High Schools in the United States

2001 ◽  
Vol 31 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Nancy D. Brener ◽  
Todd W. Wilson
Keyword(s):  
United States ◽  
High School ◽  
Substance Use ◽  
High School Students ◽  
School Administrators ◽  
Alternative High School ◽  
The United States ◽  
School Students ◽  
Nationally Representative ◽  
School Property

We analyzed nationally representative data from the 1998 National Alternative High School Youth Risk Behavior Survey, conducted by the Centers for Disease Control and Prevention, to determine the prevalence of substance use on school property among alternative high school students in the United States, to describe the characteristics of students who use substances on school property, and to examine the interrelationships of substance-use behaviors. During the 30 days preceding the survey, nearly 48 percent of students used at least one substance on school property and 17 percent used more than one substance on school property. Males were more likely than females and white students were more likely than black or Hispanic students to have used substances on school property. The results of this and other studies suggest that school administrators, public health practitioners, and policy makers should work to improve strategies for reducing substance use in this heterogeneous, hard-to-reach population.

Evidence for the Technical Adequacy of the Risk Assessment and Distress Recovery: Examining Risks While Avoiding Profiling Youth With Mental Health Difficulties

2021 ◽  
pp. 073428292110091
Author(s):  
Justin D. Garwood ◽  
Nicholas A. Gage
Keyword(s):  
Mental Health ◽  
High School ◽  
Risk Assessment ◽  
High School Students ◽  
School Violence ◽  
Students With Disabilities ◽  
Reliability And Validity ◽  
The United States ◽  
Self Report ◽  
School Students

This study examined the psychometric properties of the Risk Assessment and Distress Recovery (RADR) Scale—a new self-report psychological screening tool for high school students that explores risk factors related to mental health characteristics of students who have engaged in school violence. The sample consisted of 1093 high school students from all four regions of the United States. A four-factor model consisting of coping skills, depression, suicidal ideation, and narcissism demonstrated good fit. Results of confirmatory factor analysis and measurement invariance, as well as internal consistency estimates, provide initial evidence for reliability and validity of the RADR. Exploratory analyses between the RADR and characteristics of past school shooters are also presented. Students with disabilities self-reported significantly greater risks for mental health concerns across all four constructs, with small (.15) to large (.80) effect sizes.

scholarly journals A Rural Alternative School and Its Effectiveness for Preventing Dropouts

2018 ◽  
Vol 25 (3) ◽  
Author(s):  
Christina Johnston ◽  
Gregory Cooch ◽  
Connie Pollard
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Close Relationships ◽  
Alternative School ◽  
Social Acceptance ◽  
Alternative High School ◽  
School Students ◽  
Alternative High School Students ◽  
Secure Place

This article describes a successful alternative school located in northwest Wyoming. Students who attend this school need an atmosphere that is accepting of their differences and allow them to express themselves without fear of ridicule or punishment. These children are looking for a safe, secure place to complete their education, a place where their unique differences are respected. Bear Lodge is one such alternative high school. Students at Bear Lodge share their perspective and provide a living testimony as to the importance of alternative schools in allowing students to meet with academic success and social acceptance. Bear Lodge allows its students to work at their own pace in a caring and noncoercive environment. Here students attend school regularly, follow a standards-based curriculum, form close relationships with their peers and teachers, and know that the staff believe they can be successful in and out of school.  

Stability of High School Students' Mental Health in a Dual-Factor Model

2012 ◽  
Author(s):  
Melanie M. Mcmahan ◽  
Shannon M. Suldo ◽  
Ashley Chappel ◽  
Lisa Bateman
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Factor Model ◽  
School Students

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

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