A pilot study of an adapted social and emotional learning intervention in an alternative school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jennifer D. Deaton, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Students who attend alternative schools are disproportionally at risk for adverse environmental, familial, and personal experiences that can lead to unrecognized learning problems, low academic achievement, mental health concerns, substance abuse, and legal involvement. Social and Emotional Learning (SEL) programs include evidence-based interventions that increase students’ academic and behavioral performance, and improve mental health and well-being. However, there is a lack of literature focused on implementing SEL interventions in alternative school settings. Given the benefits of SEL interventions and the significant needs of students who attend alternative schools, we examined the feasibility of implementing an adapted SEL intervention in an alternative school setting. We present the findings and provide recommendations to improve implementation of future SEL programs in alternative schools.

Additional Information

Preventing School Failure, 65(1), 48-57. https://doi.org/10.1080/1045988X.2020.1818179
Language: English
Date: 2020
alternative schools, at-risk youth, feasibility, social and emotional learning

Email this document to