Abstract
Purpose: The purpose of this study was to determine whether education specialists reported character education programs as positively impacting the well being of students at-risk with emotional and behavior disorders (EBD) in Los Angeles County special education nonpublic high schools. This study sought to determine whether character education programs made a difference in the lives of high school students at-risk with EBD. Additionally, this study identified specific components of the school's character education program that was effective and other components that needed improvements. Lastly, the purpose of the study was to determine how the school's character education program affected students across behavioral changes (school, home, community) as reported by the education specialists' based on conversations with parents/guardians, residential staff, probation officers, social workers, and general education teachers for students who were dually enrolled. Methodology: Participants were education specialists employed in the San Gabriel Valley of Los Angeles County, in nonpublic schools implementing character education. Thirty-five education specialists from five nonpublic schools responded to the questionnaire (quantitative) and six education specialists participated in a focus group interview (qualitative). This study was an explanatory mixed methods design. Findings: An examination of quantitative and qualitative data indicated education specialists believed character education was an important component of the nonpublic school's curriculum. Additionally, they believed their school's character education program positively impacted students at-risk with emotional and behavioral disorders academically, emotionally, and socially. Conclusions: The findings from this study suggested the following: character education is an important component to be included in the curriculum for students at-risk with EBD attending nonpublic schools; character education programs assist in improving students' overall academics, emotions, and social interactions; building relationships amongst those implementing the program and those being affected by the implementation is imperative for positive change to occur; and behavior has to be addressed first. Recommendations: Students at-risk with EBD need the proper assistance and the implementation of character education programs to function as citizens. Schools must invest in these students, which leads to a win-win situation. Educators must be given the necessary tools to make the program effective.