The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools

Kimberly P. Odom; Kristine Jolivette; Stephanie Anne Shelton

The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools

Kimberly P. Odom (Author) School of Education, University of Southern Mississippi
Kristine Jolivette (Author) College of Education, University of Alabama
Stephanie Anne Shelton (Author) School of Education, University of North Carolina

Abstract

Youth with emotional and behavioral disorders (EBD) may be negatively impacted by their behavioral excesses and deficits across academic, behavioral, and transition domains requiring more intensive supports as part of their education resulting in some of these youth receiving their education a residential treatment facility (RTF). Once they complete their treatment, they integrate back into the community including for some, enrollment in a neighborhood school. This transition pathway is the focus of this intrinsic, instrumental, and descriptive qualitative case study. The purpose of this study was to determine components of transition for these youth enrolling back in neighborhood schools. The constructed themes align with the best practices of transition literature.

Keywords

Emotional and behavioral disorder, Transition, Residential

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How to Cite

Odom, K. P., Jolivette, K., & Shelton, S. A. (2026). The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools. Journal of the American Academy of Special Education Professionals, 21(2), 81-92. https://www.aasep.org/article/view/645

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