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Article
How Are We Preparing Students With Emotional Disturbances for the Transition to Young Adulthood? Findings From the National Longitudinal Transition Study—2
Systems and Psychosocial Advances Research Center Publications and Presentations
  • Mary Wagner, SRI International
  • Maryann Davis, University of Massachusetts Medical School
UMMS Affiliation
Department of Psychiatry
Date
6-1-2006
Document Type
Article
Medical Subject Headings
Students; Young Adult; Adolescent; Adolescent Health Services; Child; Child Health Services; Mental Disorders; Schools
Abstract
The authors describe five principles they identified from the literature on exemplary practices to help students with emotional disturbances (ED) have positive secondary school experiences and successful trajectories into early adulthood.The five are relationships, rigor, relevance, attention to the whole child, and involving students and families in goal-driven transition planning.The authors evaluated implementation of these practices for middle and secondary school students with ED by using data from a nationally representative longitudinal study of students receiving special education services. The results suggest that exposure to best practices has improved since the 1980s and is similar to that for students with other disabilities, but significant opportunity for improvement remains. The authors also identify implications for school programming.
Rights and Permissions
Citation: Wagner, M., & Davis, M. (2006). How are we preparing students with emotional disturbances for the transition to young adulthood? Findings from the National Longitudinal Transition Study-2. Journal of Emotional and Behavioral Disorders, 14, 86-98. doi: 10.1177/10634266060140020501
Citation Information
Mary Wagner and Maryann Davis. "How Are We Preparing Students With Emotional Disturbances for the Transition to Young Adulthood? Findings From the National Longitudinal Transition Study—2" Vol. 14 Iss. 2 (2006)
Available at: http://works.bepress.com/maryann_davis/10/