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Abstract
This article reviews findings from the authors’ studies of recovery high schools (RHS), including a 1995 program evaluation of a school in New Mexico (Moberg & Thaler, 1995), a 2006–09 descriptive study of 17 recovery high schools (Moberg & Finch, 2008), and presents early findings from a current study of the effectiveness of recovery high schools. Descriptive and qualitative findings are presented. The focus is on characteristics of RHS students and, in light of those student characteristics, findings regarding academic and recovery support programming in recovery high schools.
Notes
The Association of Recovery Schools also has provided a thorough typology and discussion of the various levels of recovery support provided in schools (Finch & Hart, Citation2013), which can help the reader distinguish more clearly between a recovery high school and other treatment programs or alternative schools.
Additional information
Notes on contributors
D. Paul Moberg
D. Paul Moberg is a research professor in the Department of Population Health Sciences at the University of Wisconsin School of Medicine and Public Health and Program Director of the Evaluation Research Group of the UW Population Health Institute. Dr. Moberg's research has emphasized adolescent health and substance abuse prevention, intervention, and treatment for alcohol and drug problems, and evaluation research in many areas of health and human services.
Andrew J. Finch
Andrew J. Finch, Ph.D., is Associate Professor of the Practice of Human and Organizational Development at Vanderbilt University. Dr. Finch is a cofounder of the Association of Recovery Schools. Among his published works are Starting a Recovery School and Approaches to Substance Abuse and Addiction in Educational Communities: A Guide to Practices that Support Recovery in Adolescents and Young Adults, on which he was a coeditor. For 9 years, Dr. Finch worked for Community High School in Nashville, one of the early schools for teens recovering from alcohol and other drug addictions and a school he helped design.
Stephanie M. Lindsley
Stephanie M. Lindsley is a graduate student in the School of Social Work at the University of Wisconsin-Madison. Her research interests include adolescent substance abuse prevention and early intervention programs in schools.