Date of Degree
2026
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Roberts, Patrick
Committee Members
Summers, Kelly; Caughron, Rodney
Keywords
Special Education, EBD, Affective Needs, Affective Learning Center, Emotional and Behavioral Disorders, Emotional Disturbance
Abstract
Students diagnosed with emotional and behavioral disorders (EBD) face profound challenges in traditional educational environments, often exhibiting significant underdevelopment in critical social and emotional learning skills. To support this vulnerable population, many school districts rely on specialized programs, such as the “affective learning center” (ALC), designed to stabilize behavior and foster growth. This qualitative dissertation of practice examines the ALC within a mid-sized K–12 district in the Rocky Mountain region to define its core characteristics and evaluate educators' perceptions of its effectiveness. Furthermore, the study investigates the alignment or misalignment between stakeholder perceptions, daily classroom practices, and overarching district policies. Data were collected during the 2025–2026 school year through 10 semi-structured interviews with K–12 special education teachers and administrators. The findings reveal a "paradox of individual success versus systemic fragility," where student progress is often the result of the extraordinary efforts of a philosophically aligned "tribe" of educators rather than robust institutional support. Participants identified a critical lack of formal, specialized curriculum and a reliance on self-developed instructional solutions. Additionally, the study highlights a "human capital crisis"characterized by high burnout and a lack of specialized training for staff. The dissertation concludes by proposing an evidence-based program framework that prioritizes neurobiological understanding and co-regulation over simple behavioral compliance. By redefining physical spaces as "safe zones" and fostering systemic investment in specialized human capital, this framework provides a roadmap for transforming the ALC into a sustainable ecosystem of support. These findings offer actionable insights for educators and administrators seeking to improve equitable access and long-term success for students with EBD.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Jasch, Richard, "Beyond Discipline: Creating Academic Structural Systems to Foster Success for Students with Emotional and Behavioral Disorders" (2026). Dissertations of Practice. 112.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/112
