ERIC Number: ED468012
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Strengthening the Safety Net: How Schools Can Help Youth with Emotional and Behavioral Needs Complete Their High School Education and Prepare for Life after School. [Executive Summary].
Ryan, Amy K.
This document describes seven projects based on research-based strategies to educate students with emotional and/or behavioral problems and prevent their dropping out of high school. An introduction notes that all the projects focus on forming new connections using multi-pronged approaches to meet individual students' basic emotional and social needs. A chart compares the projects in terms of strategies (such as relationship building, social skills training, and family involvement), community settings (urban, suburban, or rural), or school settings (middle school, high school, or alternative setting). Individual case examples are included with each project description. The projects are: (1) Supportive Schools Model (University of Kansas) which stresses academic training; (2) Project Serve (University of Oregon) which provides academic and vocational training; (3) Amazing Discoveries (Arizona State University) which embeds social skills lessons into hands-on experiments about human behavior; (4) Mentor/Advisor Project (University of Vermont) which stresses relationship building with peers and adults; (5) Check & Connect (University of Minnesota) which focuses on relationship building; (6) Laulima Lokahi (University of Hawaii) which emphasizes community partnerships; and (7) the Community Transition Program (University of Oregon) which is organized around involvement of social service agencies. (DB)
Descriptors: Behavior Disorders, Demonstration Programs, Dropout Prevention, Education Work Relationship, Elementary Secondary Education, Emotional Disturbances, High Schools, Higher Education, Intervention, Peer Relationship, Transitional Programs
For full text: http://www.air.org/cecp/safetynet.htm.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Vermont Univ., Burlington.
Note: Produced by the School Research Office, College of Education and Social Services.