@article{ref1,
title="School staff perspectives on the challenges and solutions to working with court-involved students",
journal="Journal of school health",
year="2015",
author="Crosby, Shantel D. and Day, Angelique G. and Baroni, Beverly A. and Somers, Cheryl L.",
volume="85",
number="6",
pages="347-354",
abstract="BACKGROUND: Court-involved students, such as those in foster care and the juvenile justice system, generally experience high incidences of both acute and chronic trauma, adversely impacting their educational well-being and overall academic trajectory. Utilizing perceptions of teachers and other school staff, this study explores the challenges and needs of school personnel working with this student population. <br><br>METHODS: Participants were school personnel employed at a Midwest, urban, public charter school during the 2012-2013 academic year. Focus groups explored the perceptions of school staff members working with court-involved students to develop a staff training curriculum. Focus groups also were conducted after the training intervention to get feedback from participants and identify remaining challenges. Focus group data were analyzed and results were member-checked with study participants. <br><br>RESULTS: Findings included 7 major themes (14 subthemes) regarding student behaviors that were challenging for school staff to manage. Themes included trauma-related behaviors, attachment-related behaviors, staff preintervention needs, intervention feedback, and staff postintervention needs. <br><br>CONCLUSIONS: Teachers and school staff can play a role in the educational well-being of court-involved youth. However, they need trauma-specific knowledge and resources to be effective.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12261",
url="http://dx.doi.org/10.1111/josh.12261"
}