Date of Award

Summer 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jill Payne

Abstract

This dissertation explores the experiences and professional perspectives of educators working in urban alternative school settings and examines how they foster positive outcomes for marginalized youth. Although alternative education is frequently characterized as a punitive “last resort,” this study highlights its potential as a setting for transformative resilience, student empowerment, and innovative teaching practices. Guided by social constructivism, transformative learning theory, and critical pedagogy, the study employed a qualitative design involving two rounds of semi-structured interviews and a focus group with 11 educators. Analysis of the data resulted in six integrated themes: psychological safety as a prerequisite for agency, self-efficacy through scaffolded success, relationally attuned gradual release, structure paired with flexibility, equity-centered advocacy, and dialogue as a foundation for participation. Findings indicate that effective teaching in alternative settings extends beyond academic instruction and requires intentional relationship-building, trauma-informed practices, and the removal of systemic barriers that impede student success. Participants described their roles as advocates who support students in rebuilding confidence, engagement, and academic identity. The implications of this study suggest that school leaders, policymakers, and professional development providers should prioritize humanizing, student-centered approaches, trauma-informed training, relational pedagogy, and equitable support systems within alternative education environments. By centering educator perspectives, this research contributes to the growing body of literature on alternative education and provides a framework for fostering equitable, restorative, and sustainable learning environments that improve outcomes for vulnerable student populations.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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