Alternative schools are popular interventions for marginalized students, including students with disabilities, but little research has focused on professionals in these settings. Today, close to 11,000 public alternative schools or programs are believed to exist in the United States education system (Foley & Pang, 2006) and as many as one million students are currently attending alternative learning programs in the United States (Lehr, Tan, & Ysseldyke, 2009). While public alternative schools can vary from one another in many ways, they exist to serve youth marginalized in traditional public settings.
In this study, we explore the ways teachers, administrators, and nurses in alternative settings collaborate to support mentally healthy school environments for marginalized student populations. Drawing on the process of rationale development (Hawley & Crowe, 2016; Hawley & Jordan, 2014; Shaver, 1977; Shaver & Strong, 1982) as rooted in social studies education, we explore the perceived purposes of these professionals as they work with some of the nation's most marginalized children. Through focus groups and one-on-one interviews, the data bridge social studies themes rooted in democracy and equity with special education themes of inclusiveness. This work offers insight into the rationales of teachers and professionals engaged in critical work, and provides a platform for helping professionals undergo the rationale development process.
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