Navigating Transitions: Alternative Education Leadership Perspectives on Student Re-Entry Processes in Central Virginia Schools

Abstract

This qualitative study examined alternative education leadership perspectives on student transition processes between alternative and comprehensive school settings in Central Virginia. Through semi-structured interviews with seven alternative leaders across five school divisions, the research investigated processes guiding student assignment to alternative settings, re-entry into comprehensive schools, and monitoring procedures for academic, behavioral, and social-emotional progress. The study addressed the research question: What processes guide assignment to and re-entry from alternative placements into the comprehensive high school, including processes for the student's academic, behavioral, and social-emotional progress upon return to school? Data collection occurred during May-June 2025, with analysis following Creswell and Creswell's (2018) five step process. Five key findings emerged: (1) Alternative education programs lack formal, comprehensive assessment protocols for determining student readiness, relying instead on basic compliance measures and administrative discretion; (2) A substantial curriculum disconnect exists between alternative and comprehensive schools, leaving students academically unprepared for reintegration; (3) The dramatic transition from small, highly structured alternative settings to large, less structured comprehensive schools creates substantial adjustment challenges; (4) Alternative programs lack sufficient mental health services and trauma-informed support systems; and (5) Student success depends primarily on individual staff relationships rather than systematic, evidence-based practices. The research revealed that while basic structural elements exist across programs, three of five school divisions acknowledged substantial service gaps. Most programs rely on predetermined dates or basic compliance measures rather than comprehensive readiness evaluations. Only one school division described systematic transition procedures with multi-stakeholder involvement. These findings highlight critical gaps between Virginia's Model Guidance for Positive and Preventative Code of Student Conduct Policy recommendations and actual practice (VDOE, 2021). The study contributes to understanding how support systems affect student transitions and identifies the urgent need for standardized readiness assessments, curriculum alignment, and structured transition programs, enhanced mental health staffing, and comprehensive staff development focused on relationship-building and trauma-informed approaches to improve outcomes for students returning from alternative placement.