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Making a Difference in High School

This study sought to identify high school interventions and family and individual factors that are associated with a higher likelihood of high school completion, preparation for employment through post-secondary education and/or training, and post-secondary employment in students with emotional disturbance. The study analyzed data from the National Longitudinal Study-2 (NLTS-2).  The NLTS-2 followed, for seven years, a nationally representative sample of middle and high school students receiving special education in all disability categories, including emotional disturbance, at ages 13-16. It captured key characteristics of the students, their families, their school programs, their experiences, and their secondary and post-secondary school and work outcomes.

Related Products and Materials

Presentation slides

Longitudinal Transition Outcomes of Youth with Emotional Disturbances
March 6, 2012
Mary Wagner and Lynn Newman


Promoting Successful Transitions for Youth with Serious Mental Health Conditions
October 9, 2014
Mary Wagner and Lynn Newman

Journal Article

Accessing Service for Youth with Emotional Disturbances in and After High School
Wagner, M., Wei, X., Thornton, S. P., & Valdes, K. (2015).  Accessing services for youth with emotional disturbances in and after high school. Career Development and Transition for Exceptional Individuals.