| The purpose of this study is to explore the impact that a well-being curriculum has on students enrolled in a behavioral alternative education school. According to Martin Seligman's theory that well-being can be taught in schools, the researcher evaluated the practices associated with an alternative school's well-being curriculum to determine if the teaching of such a curriculum is beneficial to students in the alternative education school. This study employed a case study research design. In using case study, a study was conducted at one alternative school intensely by an analysis of pre and post data pertaining to the students enrolled in the alternative school as well as gathering and analyzing data from two sets of interviews. From this information, insights were revealed that further explained the impact of a well-being curriculum on students enrolled in an alternative school and its benefits or lack of benefits to the students.;The research indicates the well-being curriculum that is implemented in a behavioral alternative education setting is impactful to the students enrolled in a positive manner. The enrolled students' grades and attendance rates increased than the previous year. The students also made improvements by decreasing their referral and suspension rates than the previous year as well. The well-being curriculum has helped the students to achieve both academic and social success while being enrolled in the alternative school. The well-being curriculum has strengthened the relationships that the students share with their staff and principal as well as with their peers. The students have also acquired the ability to transfer the well-being curriculum components and skills learned into their homes lives as well as in their community. All in all, the well-being curriculum has been a success in the behavioral alternative education school. Implications of these findings related to practice, research, leadership, learning, and service were discussed. |
