{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:904"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:904","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Students' perspectives of transitioning back to school after a prolonged absence while seeking treatment in a partial hospital setting","abstract":"Neustadt, Rachel Anne What are students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming? The population for this study was adolescents in a partial hospital program for mood, anxiety, and eating disorders who have been absent from school for a prolonged period. Sufficient information about students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming is sparse in the current literature. The goal of this study was to explore, through narrative inquiry, what the students are experiencing as well as their perspectives of transitioning back to school while in partial hospital programming, so that educators can inform their practice to be student-centered and proactive. For this study, students in a partial hospital program setting were chosen as the sample because they typically experience prolonged, and potentially multiple, absences from their school community and therefore transition back to school numerous times. Fourteen adolescents participated in this study to confirm and expand what is supported by current research about our knowledge of what students experience and perceive about school re-entry. The themes in this narrative inquiry were connection, motivation, support, academic engagement, communication, bullying, feelings, and additional concerns. The results of this study showed that the majority of participants did not feel supported by or connected to their school community, nor did they feel academically motivated during their long-term absence. An academic planning protocol was discussed to suggest one approach in addition to having students participate in the re-entry planning process to support students while they transition back to school.","abstract_html":"Neustadt, Rachel Anne What are students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming? The population for this study was adolescents in a partial hospital program for mood, anxiety, and eating disorders who have been absent from school for a prolonged period. Sufficient information about students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming is sparse in the current literature. The goal of this study was to explore, through narrative inquiry, what the students are experiencing as well as their perspectives of transitioning back to school while in partial hospital programming, so that educators can inform their practice to be student-centered and proactive. For this study, students in a partial hospital program setting were chosen as the sample because they typically experience prolonged, and potentially multiple, absences from their school community and therefore transition back to school numerous times. Fourteen adolescents participated in this study to confirm and expand what is supported by current research about our knowledge of what students experience and perceive about school re-entry. The themes in this narrative inquiry were connection, motivation, support, academic engagement, communication, bullying, feelings, and additional concerns. The results of this study showed that the majority of participants did not feel supported by or connected to their school community, nor did they feel academically motivated during their long-term absence. An academic planning protocol was discussed to suggest one approach in addition to having students participate in the re-entry planning process to support students while they transition back to school.","abstract_has_math":false,"creators":["Neustadt, Rachel Anne"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T18:44:41Z","subjects":["School attendance","Students--Mental health","Motivation in education","Prolonged absence","Absenteeism","School transition","Re-entry","Connection to school community","Academic engagement","Qualitative","Narrative inquiry"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/904","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Neustadt, Rachel Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School attendance","Students--Mental health","Motivation in education","Prolonged absence","Absenteeism","School transition","Re-entry","Connection to school community","Academic engagement","Qualitative","Narrative inquiry"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/904"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Neustadt, Rachel Anne What are students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming? The population for this study was adolescents in a partial hospital program for mood, anxiety, and eating disorders who have been absent from school for a prolonged period. Sufficient information about students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming is sparse in the current literature. The goal of this study was to explore, through narrative inquiry, what the students are experiencing as well as their perspectives of transitioning back to school while in partial hospital programming, so that educators can inform their practice to be student-centered and proactive. For this study, students in a partial hospital program setting were chosen as the sample because they typically experience prolonged, and potentially multiple, absences from their school community and therefore transition back to school numerous times. Fourteen adolescents participated in this study to confirm and expand what is supported by current research about our knowledge of what students experience and perceive about school re-entry. The themes in this narrative inquiry were connection, motivation, support, academic engagement, communication, bullying, feelings, and additional concerns. The results of this study showed that the majority of participants did not feel supported by or connected to their school community, nor did they feel academically motivated during their long-term absence. An academic planning protocol was discussed to suggest one approach in addition to having students participate in the re-entry planning process to support students while they transition back to school."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Students' perspectives of transitioning back to school after a prolonged absence while seeking treatment in a partial hospital setting"]}]}],"canonical_facts":{"dc:creator":["Neustadt, Rachel Anne"],"dc:date":["2023"],"dc:description":["Neustadt, Rachel Anne What are students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming? The population for this study was adolescents in a partial hospital program for mood, anxiety, and eating disorders who have been absent from school for a prolonged period. Sufficient information about students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming is sparse in the current literature. The goal of this study was to explore, through narrative inquiry, what the students are experiencing as well as their perspectives of transitioning back to school while in partial hospital programming, so that educators can inform their practice to be student-centered and proactive. For this study, students in a partial hospital program setting were chosen as the sample because they typically experience prolonged, and potentially multiple, absences from their school community and therefore transition back to school numerous times. Fourteen adolescents participated in this study to confirm and expand what is supported by current research about our knowledge of what students experience and perceive about school re-entry. The themes in this narrative inquiry were connection, motivation, support, academic engagement, communication, bullying, feelings, and additional concerns. The results of this study showed that the majority of participants did not feel supported by or connected to their school community, nor did they feel academically motivated during their long-term absence. An academic planning protocol was discussed to suggest one approach in addition to having students participate in the re-entry planning process to support students while they transition back to school."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/904"],"dc:language":["English"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["School attendance","Students--Mental health","Motivation in education","Prolonged absence","Absenteeism","School transition","Re-entry","Connection to school community","Academic engagement","Qualitative","Narrative inquiry"],"dc:title":["Students' perspectives of transitioning back to school after a prolonged absence while seeking treatment in a partial hospital setting"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}