Evaluation of a school‐based transition program designed to facilitate school reentry following a mental health crisis or psychiatric hospitalization

In recent decades, increasing attention has been paid to the number of adolescents experiencing extended absences from school due to mental health crises. Upon returning to school, these students often face difficulties in functioning, risk of relapse, and vulnerability to academic failure and socia...

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Bibliographic Details
Published in:Psychology in the schools 2017-09, Vol.54 (8), p.868-882
Main Authors: White, Henry, LaFleur, Jennifer, Houle, Katherine, Hyry‐Dermith, Paul, Blake, Susan M.
Format: Article
Language:English
Subjects:
Academic Support Services
Adolescents
At Risk Students
Attendance Patterns
Crises
Demography
Emotional support
Graduation Rate
High School Students
Hospitalization
Mental Disorders
Mental health
Mental health services
Pretests Posttests
Program Effectiveness
Psychiatric hospitals
Reentry
Relapse
School attendance
Secondary schools
Social isolation
Student Characteristics
Student Personnel Services
Support services
Transitional Programs
Vulnerability
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Summary:In recent decades, increasing attention has been paid to the number of adolescents experiencing extended absences from school due to mental health crises. Upon returning to school, these students often face difficulties in functioning, risk of relapse, and vulnerability to academic failure and social isolation. This paper presents results of a study examining a school‐based support program model designed to provide short‐term academic, social, and emotional support to help students successfully reacclimatize to school after an extended absence. The paper describes demographic, academic, and clinical characteristics of 189 program participants across eight high schools. Improvements were observed in participants’ day‐to‐day functioning based on the results of pre/postassessments completed by program clinicians. Preliminary data showed positive trends in participants’ school attendance and high school graduation rates. Finally, the paper considers implications for school‐based mental health practice and next steps in related research.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22036