A systematic review of social, emotional, and behavioral interventions and outcomes for students in alternative education

Abstract

Alternative education settings (AES) educate many students with social, emotional, and behavioral (SEB) challenges. However, there is limited synthesized research available on how to best support students’ SEB functioning. This systematic review examined SEB intervention and outcome research conducted in alternative schools between 2010 and 2020. Sixty-eight peer-reviewed journal articles met the inclusion criteria. Results discuss demographic characteristics of participants (e.g., age, school type), frequently studied interventions (e.g., group contingencies, Check-In/Check-Out), tiers of intervention (e.g., universal, targeted), SEB outcomes (e.g., externalizing behavior, discipline), and data collection methods (e.g., school records, self-report). Practical implications for mental health practitioners and educators in alternative education settings, limitations, and future directions are also discussed.

Keywords:

• Alternative education
• behavioral
• intervention
• social-emotional

Additional information

Notes on contributors

Staci C. Ballard

Staci C. Ballard, MEd, is a doctoral student in the Counseling and School Psychology program at UMass Boston. Her research interests include assessment and intervention within alternative education settings.

Stacy L. Bender

Stacy L. Bender, PhD, NCSP, is an Assistant Professor in the Department of Counseling and School Psychology at UMass Boston. Her work focuses on family engagement and screening and intervention to improve social, emotional, and behavioral outcomes of students in schools.