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Qualitative document analyses and interviews compare students’ views with classroom teachers’ perceptions within a suburban Alabama district. Findings show many students believe they are equal to peers, yet feel extra pressure to prove acceptance. Teachers reported not differentiating care approaches, while students described tutoring as boosting performance. Limited personal technology emerged as the key educational barrier, informing individualized learning supports and recommendations for future observation-enabled research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-case-study-which-explores-the-mindsets-of-students-placed-in-residential-care-home-and-perceptions-of-their-teachers/591070/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-case-study-which-explores-the-mindsets-of-students-placed-in-residential-care-home-and-perceptions-of-their-teachers/591070.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What population and setting did the case study focus on?","Question",{"text":112,"@type":113},"The study focused on female high school students placed in a residential facility, attending one suburban school district in Alabama.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were growth mindset and teacher perceptions examined?",{"text":117,"@type":113},"Researchers used social and emotional learning as the conceptual framework and relied on document analyses and interviews to explore students’ academic growth mindset and teachers’ perceptions.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers and outcomes did the study identify?",{"text":121,"@type":113},"Students faced pressures to perform at higher levels and identified the lack of personal technology as the most significant educational barrier. Students also reported that facility-provided tutoring and help gave them an advantage reflected in improved academic performance after enrolling.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591070,1792162439,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","A Case Study Which Explores the Mindsets of Students Placed in Residential Care Home and Perceptions of Their Teachers  \nMeghan Owens, Ken Thornbrough, & Mary E. Yakimowski, Chilton County City Schools, Shelby County City Schools, and Samford University  \nAbstract  \nTo enrich a nurturing school environment, educators must become aware of the social and emotional byproducts of student removal from traditional homes. Many schools host students while they are placed in residential facilities, a number that is increasing across the United States (Department of Health and Human Services, 2017) . Educational leaders need to deal with this transition in society. With the changing landscape of more students displayed from their homes, educational leaders need to know how to prepare. This case study focused on female high school students placed in one residential facility attending one suburban school district located in Alabama. We used the conceptual framework of social and emotional learning. Our purpose was to qualitatively explore the academic growth mindset of adolescent female students placed in a residential group home and what perceptions the teachers have regarding their ability to learn. Using document analyses and interviews, we found that while most students had mindsets of being equal to their peers, they struggled with the perceived added pressures of performing at higher levels to be accepted as equals by peers and teachers alike. Classroom teachers believed that they do not distinguish their approaches toward students from a facility-of-care, contradicting the perceptions of the students themselves. Students felt additional tutoring and other help from the facility gave them a distinct advantage over their peers, as evidenced by their increased academic performance once enrolling at the residential facility. The lack of personal technology was identified as the most significant educational barrier for the students. Results gain insight into students' specific needs to better individualize educational environments. Although this study focused on female students, future research could include male or middle school-aged students to see if there are any differences. Due to pandemic regulations, observations were not allowed. Therefore, we recommend that studies be conducted that allow classroom observations to validate these interesting findings.  \nKeywords: residential care, facilities-of-care, mindset, trauma, social and emotional learning  \nMany schools host students while they are placed in residential care facilities, a number that is increasing across the United States (Department of Health and Human Services, 2017) . Almost halfa million children on any given day in the United States have been removed from their traditional homes and placed in some form of custodial care (Children’s Rights, 2020) for reasons of abuse, neglect, drug and alcohol addiction, or a combination thereof. With the alarming rise in opioid abuse and other traditional maladies infecting our children’s security, residential care facilities increasingly become secondary homes to more children than ever before. Today’s educational leaders are tasked to reach and educate a subpopulation of students who may be more focused on surviving their home conditions than caring about learning in school. Students from these facilities may walk into schools each day with social-emotional baggage educators cannot fathom, yet the students are asked to be quiet, pay attention, and learn.  \nThe aforementioned social-emotional baggage often negatively affects students’ growth mindset. Growth mindset has long been shown through numerous research models to directly affect academic achievement (Boylan et al., 2018; Claro et al., 2016; Snipes & Tran, 2017) . Growth mindset is defined as the belief that one’s intelligence can ascend to higher levels over the life span of an individual as opposed to the notion we are all born with a set, concrete intellectual ability tha","cbCaihalDEVTUl4K","https://ap.wps.com/l/cbCaihalDEVTUl4K","pdf",350025,15,"English","# Abstract\n## Study focus and framework\n## Methods and data sources\n## Key findings and implications\n## Limitations and recommendations","[{\"question\":\"What population and setting did the case study focus on?\",\"answer\":\"The study focused on female high school students placed in a residential facility, attending one suburban school district in Alabama.\"},{\"question\":\"How were growth mindset and teacher perceptions examined?\",\"answer\":\"Researchers used social and emotional learning as the conceptual framework and relied on document analyses and interviews to explore students’ academic growth mindset and teachers’ perceptions.\"},{\"question\":\"What barriers and outcomes did the study identify?\",\"answer\":\"Students faced pressures to perform at higher levels and identified the lack of personal technology as the most significant educational barrier. Students also reported that facility-provided tutoring and help gave them an advantage reflected in improved academic performance after enrolling.\"}]","A Case Study Which Explores the Mindsets of Students Placed in Residential Care Home and Perceptions of Their Teachers | PDF",1792071054,38]