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Abstract
The BRIDGE Alternative Middle School in Lowell, Mass., serves students ages 12-16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement. Students referred to BRIDGE are often involved with the court system and/or with the state’s Department of Children and Families, and many have been in and out of specialized hospital placements and residential or respite care facilities. When they arrive at BRIDGE, they tend not only to be struggling in school but also exhibiting problems at home or in the community. After enrolling at the BRIDGE, however, these same students reduce their suspension rates, increase their attendance, and improve their academic growth. The author shares the school’s strategies for preventing and responding to problems that arise from stress, frustration, rage, and emotional dysregulation. Whether in an alternative setting or a more typical classroom, a number of small steps can lead to a significantly improved emotional climate and a more stable, healthy school culture.
References
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Souers, K., Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. Alexandria, VA: ASCD. Google Scholar | |
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Tough, P. (2016). Helping children succeed: What works and why. Boston, MA: Houghton Mifflin Harcourt. Google Scholar |
