A systematic review of social, emotional, and behavioral interventions and outcomes for students in alternative education
Abstract
Alternative education settings (AES) educate many students with social, emotional, and behavioral (SEB) challenges. However, there is limited synthesized research available on how to best support students’ SEB functioning. This systematic review examined SEB intervention and outcome research conducted in alternative schools between 2010 and 2020. Sixty-eight peer-reviewed journal articles met the inclusion criteria. Results discuss demographic characteristics of participants (e.g., age, school type), frequently studied interventions (e.g., group contingencies, Check-In/Check-Out), tiers of intervention (e.g., universal, targeted), SEB outcomes (e.g., externalizing behavior, discipline), and data collection methods (e.g., school records, self-report). Practical implications for mental health practitioners and educators in alternative education settings, limitations, and future directions are also discussed.
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Asset-based alternative schools offer vocational opportunities and engage families and community organizations, creating supportive networks for positive youth development and psychological well-being.
“They also offer vocational opportunities and engage families and community organizations, creating supportive networks for positive youth development and psychological well-being (Ballard & Bender, 2022;DeMartino et al., 2022;Phillippi et al., 2022;B. V. Williams & Jagers, 2022).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Ballard & Bender, 2022
Social-emotional learning, especially art-based approaches, is essential non-academic support for formerly incarcerated Black male students.
“This aligns with existing research highlighting that social-emotional learning, especially art-based approaches, is essential non-academic support for formerly incarcerated Black male students (Ballard & Bender, 2022;Huerta et al., 2020;Gregory & Fergus, 2017;Lea et al., 2025).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Ballard & Bender, 2022
Cites
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-102803 · Cited by 2,550 · see citing works
Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda
Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M. (2014) · School Mental Health · doi:10.1007/s12310-013-9115-3 · Cited by 247 · see citing works
Alternative Schools: A Synthesis of State-Level Policy and Research
Lehr, C. A., Tan, C. S., & Ysseldyke, J. (2009) · Remedial and Special Education · doi:10.1177/0741932508315645 · Cited by 186 · cited 2× · see citing works
“…AES are generally conceptualized as schools intended to educate “students who are at-risk for school failure within the traditional education system” (Lehr et al., 2009, p. 19) and designed to serve student populations who require intensive supports (e.g., highly structured settings, additional…”
BackgroundAebi, M., Kuhn, C., Banaschewski, T., Grimmer, Y., Poustka, L., Steinhausen, H.-C., & Goodman, R. (2017) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-017-0160-9 · Cited by 95 · see citing works
Behavior-focused alternative schools: Impact on student outcomes
Wilkerson, K., Afacan, K., Perzigian, A., Justin, W., & Lequia, J. (2016) · Behavioral Disorders · doi:10.17988/0198-7429-41.2.81 · Cited by 38 · see citing works
Russell, B. S., Heller, A. T., & Hutchison, M. (2017) · Substance Use & Misuse · doi:10.1080/10826084.2016.1272612 · Cited by 15 · see citing works
Novak, A. S. (2019) · Journal of School Violence · doi:10.1080/15388220.2018.1512416 · Cited by 9 · see citing works
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Shamrova, D., Boppre, B., Lampe, J., & Hastings, M. (2024) · Preventing School Failure: Alternative Education for Children and Youth · doi:10.1080/1045988x.2023.2222678 · Cited by 3 · see citing works
Lea, C. H., Sardesai, T., Edwards, K. T., Andrade, G. M., & Kim, B.-K. E. (2026) · Education Sciences · doi:10.3390/educsci16040653
- Authors
- Ballard, S. C., & Bender, S. L.
- Affiliations
- University of Massachusetts Boston (US)
- Corresponding author
- Ballard, Staci C.
- Venue
- Preventing School Failure: Alternative Education for Children and Youth
- Publisher
- Informa UK Limited
- Published
- 2021-09-23
- Volume
- 66
- Issue
- 2
- Pages
- 136-149
- ISSN
- 1045-988X (ISSN-L)
- 1940-4387
- OpenAlex
- W3203831142
- Cited by
- 19
- References
- 7
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 5 · 2023: 1
- FWCI
- 0.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Preventing School Failure Alternative Education for Children and Youth (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- alternative education, alternative schools, group contingencies, check-in and check-out, externalizing problems, student discipline, student mental health
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