Alternative to What? Students' Experiences Returning to Comprehensive Schools From an Involuntary Disciplinary Alternative School

• In Event: 61.063 - Critical Educators and the Fight for Social Justice 60 Years Later

Abstract

Educators’ increased use of exclusionary discipline has led to increased placements of students in disciplinary alternative schools. Few studies examine student experiences after their alternative school placements. Using a theoretical framework distinguishing the national discourse of safety from the discourse of equity, this qualitative study examines nine students’ experiences transitioning from a non-voluntary disciplinary placement to a secondary school. Findings show that, while students embrace discourses of success similar to educators, they also identify injustices that prevent that success. To better support these students, educators should respond to these students in developmentally appropriate ways, have transition teams that determine supports and services to help students transition successfully, and consider alternatives to exclusionary discipline.

Authors

• Brianna L. Kennedy-Lewis, University of Florida

• Olivia Soutullo, University of Florida