School leaders’ experiences and perceptions around student reintegration after a psychiatric hospitalization
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Yvetta Shepherd Grier (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Craig Peck
Abstract: This qualitative study aimed to explore and understand educators’ experiences with and perceptions of supporting students when they return to the secondary school setting after discharge from a psychiatric hospital. Schools are a significant post-discharge environment for the adolescent’s experiences, meaning a seamless re-entry is one of the essential elements for the students’ post-discharge adjustment (Savina & Simon, 2014). What has become all too prevalent is the need for purposeful and effective student reintegration back into school for intellectual, emotional, and social growth. Because the difficulties that young people face when attempting to re-enter the school environment can be insurmountable, it was useful to investigate how schools address the demands of these students. I recruited this study’s participants from Ingleside, Kingsville, and Jackson Stone High Schools in the Odyssey School District. To ensure the privacy of participants and the confidentiality of the collected data, I changed the names of the district, schools, and participants. Each participant is a crucial school-based professional involved in managing students' reintegration into their schools. I conducted semi-structured interviews with open-ended, in-depth questions. The interview transcripts were then coded using standard qualitative research procedures to identify themes relevant to the study. The findings in my study underscore the urgent need for district and school-based interventions to address the mental health challenges students face. One critical finding is that there are issues associated with ineffective communication inside and outside the school environment. Parent and student engagement is necessary and a lifeline to form a trusting connection, creating an environment where people feel more comfortable and protected. Creating a defined re-entry protocol and a plan tailored to each student’s needs and regularly reviewing it for any necessary modifications is a critical and essential intervention when a student returns to school. Returning students also needed individualized support to provide meaningful reentry. Importantly, I also found that ongoing professional development in areas specific to the demands of students returning post-psychiatric hospitalization is essential to support teachers who feel ill-prepared to manage students with behavioral health challenges. This training would give teachers the tools to feel confident and knowledgeable when engaging struggling students. The implications of this study point to the importance of recognizing the significance of efficient interpersonal interaction and the need for suitable approaches for addressing the demands of students with mental health difficulties. I conclude by sharing recommendations for the district and school-based staff about the importance of addressing communication issues, ensuring that school-based staff are sufficiently prepared/trained to support students, and developing written protocols to be followed during the re-entry process for students struggling with mental illness. Keywords: mental health, acute care psychiatric hospitalization, reintegration, re-entry plan, trauma-informed approach
School leaders’ experiences and perceptions around student reintegration after a psychiatric hospitalization
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Created on 8/1/2024
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2024
- Keywords
- Acute Care, Mental Health, Psychiatric Hospitalization, Re-entry Plan, Reintegration, Trauma-informed Approach