Academic engagement and emotional well-being among BIPOC youth in alternative education

This exploratory study used a mixed-method design to investigate the role of ethnic identity and attachment on academic engagement and mental health among youth in an alternative education setting. Black, White, and Mixed-race adolescents completed survey data; one-third of the sample participated in an interview as well. The study quantitatively measured mother and peer attachment, mental health, ethnic identity, and adaptive learning, while experiences in the alternative program were explored qualitatively. Hierarchical regression significantly predicted academic skepticism, self-esteem, and depression, with attachment to mothers emerging as the strongest predictor across all outcome variables. A significant moderating effect for race × peer attachment was found for depression. Qualitative findings identify strengths and limitations of the alternative education program. Recommendations for classrooms and educators are provided.