Transition-related social support of high school students with emotional and behavioral disorders

Abstract

This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most support from teachers and close friends even though support from parents was rated as most important. Additional themes emerged from interviews, including the overarching theme that students tended to prefer support from individuals who were caring, motivational, and personal. In many cases, students had negative perceptions or limited interaction with potential transition team members. Implications for practice and future research related to student-centered planning and stakeholder coordination are discussed.

Keywords:

• Emotional disturbance
• transition planning
• secondary students
• student perceptions
• social support

Additional information

Notes on contributors

Kristopher Hawk Yeager

Kristopher Yeager is an assistant professor at the University of Texas at El Paso. His research interests are strengths-based assessments and interventions for transition, social support, students with emotional and behavioral disorders, and students with learning disabilities

Joseph John Morgan

Joseph Morgan is an associate professor at the University of Nevada, Las Vegas. His current research interests are centered around the provision of access to the general education environment for culturally and linguistically diverse students with disabilities.

Monica R. Brown

Monica Brown is a professor at the University of Nevada, Las Vegas. Her research expertise is in learning disabilities, multicultural special education, alienation, secondary education, technology, and teacher preparation.

Kyle Higgins

Kyle Higgins is a professor at the University of Nevada, Las Vegas. Her research expertise is in behavioral disorders, general and special education, learning disabilities, and technology in special education.

Iesha Jackson

Iesha Jackson is an assistant professor at the University of Nevada, Las Vegas. Her research expertise is in culturally relevant and sustaining pedagogies, educational equity for students of color, overage/under-credited students, and critical race theory in education.