Abstract:
Alternative education teachers (AETs) have the unique challenge of educating alternative
education students who often have experienced suspensions, expulsions, extensive truancy
issues, pregnancy, poor behavioral conduct, or involvement with the juvenile justice system
(Atkins & Bartuska, 2010; Cable et al., 2009; Greer & Dunlap, 2020). Many alternative
education students have experienced severe trauma which has prevented them from achieving
academic success at the same rate as their general education peers, specifically graduating from
high school. The purpose of this study is to understand alternative education students who have
experienced trauma, and how building positive relationships with their teachers influences their
confidence in graduating from high school. This study targeted a sample of adult alternative
education (18 years or older) students who are enrolled in Indiana alternative education programs
and schools at the high school level (grades 9-12). The ACE study (Felitti et al., 1998) and the
Learning Climate Questionnaire (Black & Deci 2000) were both used to understand the extent of
trauma and the influence of the teacher-student relationship in the alternative education
classroom. Forty-seven percent of the students in the sample reported experiencing at least three
or more ACEs. Correlation and regression analyses indicated that there was a strong positive
relationship between students who have experienced an autonomy-supportive teaching (AST)
environment and high school graduation confidence, in spite of the extent of trauma. However,
as the number of ACEs increased, the participant’s confidence in graduating on time, with their
intended cohort decreased. Consequently, having an AST environment can influence their
confidence in their ability to eventually graduate from high school. These findings implicate a
need for an extended-cohort graduation rate for alternative education students, a separate
accountability system for alternative education programs and schools, and additional support and
resources for ensuring alternative education teachers are providing an autonomy-supportive
environment.