Demographic and Environmental Factors Associated With Successful Day School Treatment Program Outcomes.

Area of Science:

• Educational Psychology
• Social Work
• Child and Adolescent Psychiatry

Background:

• Day school treatment programs serve students with diverse needs.
• Understanding predictors of success is crucial for program improvement and student welfare.

Purpose of the Study:

• To examine the impact of admission characteristics on student outcomes in a day school treatment program.
• To identify demographic and behavioral factors associated with successful and unsuccessful program completion.

Main Methods:

• Logistic regression analysis was used to assess bivariate relationships between admission characteristics and successful discharge.
• Data were collected from 105 students admitted to the program, analyzing demographic, educational, and behavioral histories.

Main Results:

• Forty-one percent of students were successfully discharged. African American students and those with juvenile justice system involvement were significantly less likely to succeed.
• Admission in grades K-6 or 10-12, compared to 7-9, increased the likelihood of success by over three times.
• Factors associated with unsuccessful outcomes included externalizing behaviors, multiple prior placements, truancy, and juvenile justice contact.

Conclusions:

• Student success in day school treatment programs is influenced by a combination of demographic, educational, and behavioral factors.
• Targeted interventions and support for students with risk factors, such as juvenile justice involvement and truancy, are recommended.
• The findings have implications for school social workers in assessing student needs and tailoring support for better outcomes.