A Socioecological Needs Assessment of Alternative Learning Environments: Implications for Occupational and Mental Well-Being in School Settings

Alternative learning environments (ALEs) support students with complex behavioral, emotional, and social needs, yet only a small amount of research has examined their occupational and mental health needs using a socioecological approach. This study aimed to demonstrate the process of conducting a socioecological needs assessment in an ALE and identify needs from multiple stakeholder perspectives. A qualitative descriptive design was employed. Semi-structured interviews and focus groups were conducted with 24 stakeholders, including students, educators, counselors, administrators, and a dietitian. Data were analyzed thematically by stakeholder group. Four overarching themes emerged: This School is a Shelter, We Believe in Resilience, We Work Well Together, and Every Student, Every Day, with two additional subthemes. The findings revealed that ALEs are viewed as protective spaces that promote belonging and resilience, but they are also shaped by stigma, limited resources, and systemic barriers to participation. Students’ perspectives emphasized both vulnerability and a strong desire for solidarity and belonging. The socioecological needs assessment process proved valuable for engaging diverse stakeholders and mapping barriers and facilitators across levels of the ecosystem. These findings highlight actionable directions for trauma-informed, interprofessional strategies that can strengthen occupational participation and mental health supports in ALEs.