Date of Award

4-1-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dane Joseph, PhD

Second Advisor

Jenelle Stone, PhD

Abstract

The purpose of this mixed methods curriculum evaluation was to study the efficacy of a recently published curriculum, True Self, being piloted in a middle school to support students in a Tier 3 reengagement program. Given a healthy multitiered system has 5%–7% of students needing individualized support, the study consisted of three student participants. True Self offers schools a resource written by authors who have extensive experience working with at-risk youth. Moreover, using a research-based curriculum saves educators time on finding or creating material—time they should be using for case management and direct student support. Quantitative metrics to analyze the impact True Self had on externalizing behaviors included attendance, grades, discipline referrals, and internalizing symptoms such as depression, anxiety, and disengagement. Qualitative insights from participants and stakeholders were gathered through interviews and observations to understand the experiences of both the student and teacher participants. Findings showed an increase in attendance for all participants, which was supported by students’ feelings of increased connection to their peers, and stakeholders were appreciative for the resource. Limitations of this study included the sample size and subpar implementation fidelity. Nevertheless, it was clear from these students’ experiences that providing a program that fosters nonjudgement, connections through common experiences, while teaching prosocial skills, is needed for at-risk youth to feel a sense of belonging within their school community.

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