Abstract
This dissertation examines the impact of integrating social-emotional learning (SEL) and character education (CE) in restorative circles on recidivism rates in district alternative education programs (DAEP). It also explores how comprehensive training influences teachers' perceptions of teaching SEL and CE within restorative circles. With an increasing number of students returning to DAEPs, there is concern over the insufficient SEL/CE skills necessary for success in their regular school environments. A mixed-method approach was utilized, incorporating quantitative data on student attendance, discipline, and a Likert survey on teacher perceptions, alongside qualitative data from open-ended questions. Recidivism was measured by tracking the number of students returning to the DAEP during the study. Data collection involved pre- and post-tests for attendance, discipline records, and teacher perception surveys, along with open ended questions from three teachers to gain deeper insights into observed changes. The analysis indicated a reduction in disciplinary incidents and recidivism, coupled with an improvement in student attendance. Although changes in teachers' perceptions were not statistically significant, they showed a positive trend. These findings suggest that incorporating SEL and CE in restorative circles can be an effective strategy for educators, equipping students with essential skills for success both in school and in life.
Date of publication
Summer 7-8-2024
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4748
Recommended Citation
Robinson, William Alex, "Reducing Recidivism at DAEP with Social Emotional Learning and Character Education in Restorative Circles" (2024). Education Theses and Dissertations. Paper 31.
http://hdl.handle.net/10950/4748