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    Summary

    Students with emotional and behavioral disorders face risks during school transitions. The SWIFT initiative provided parent, student, and school supports to aid reintegration into neighborhood schools.

    Area of Science:

    • Educational Psychology
    • Special Education
    • Child and Adolescent Psychiatry

    Background:

    • Middle school students with emotional and behavioral disorders (EBD) are vulnerable to negative outcomes.
    • School transitions, particularly reintegration into neighborhood schools, can exacerbate risks for students with EBD.
    • Effective support systems are crucial for mitigating challenges during these transitions.

    Purpose of the Study:

    • To inform the development of targeted supports for students with EBD and their families during school transitions.
    • To evaluate the impact of a comprehensive support initiative on student reintegration.
    • To identify key components of successful home-school collaboration for students with EBD.

    Main Methods:

    • Implementation of the Students With Involved Families and Teachers (SWIFT) initiative in a small urban Pacific Northwest setting.

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  • Provision of yearlong, integrated parent, student, and school-based supports for students in a behavioral day-treatment program transitioning to neighborhood schools.
  • Utilized a case example to illustrate the SWIFT initiative's features and a student's transition experience.

    • Main Results:

    • The SWIFT initiative provided a framework for delivering multi-faceted support during a critical school transition period.
    • The case example highlights the practical application and potential benefits of integrated home-school collaboration.
    • Lessons learned offer insights into optimizing support structures for students with EBD and their families.

    Conclusions:

    • The SWIFT initiative demonstrates a viable model for supporting students with EBD during challenging school transitions.
    • Successful home-school collaboration is essential for fostering positive outcomes for students reintegrating into neighborhood schools.
    • Further research can build upon these findings to refine interventions for this vulnerable student population.