The purpose of this mixed methods study was to test the effectiveness of a Resiliency Education Program (REP) in a small urban high school in promoting resiliency protective factors for youth at-risk for adverse educational outcomes. The school district invested significant resources to educate faculty on the importance of fostering resiliency within the student body and to develop and implement a district wide plan of action. The program promoted resiliency in students by measuring school climate assessments administered prior to REP implementation to school climate assessments measured thirty-six months post implementation. Using a sequential explanatory mixed-methods approach the researcher first analyzed student and faculty climate assessment data and student and faculty interview data to answer two key research questions. The survey questions were developed by Resiliency Incorporated to highlight areas/time periods in which significant stressors and/or negative behaviors could adversely affect the student population, particularly those already at risk for poor educational outcomes. The student climate survey consisted of 34 multiple-choice questions, and the faculty climate survey consisted of 26 multiple-choice questions. The researcher measured changes over a period of time, utilizing a longitudinal survey design. The initial baseline surveys were administered in September 2010 to the students and teachers at a high school located in Central Pennsylvania. The surveys were administered via an on-line survey tool developed for initial (pre-REP) 2010 school climate assessments. The results may provide other school districts with valuable information regarding resiliency programs and the impact on teaching and learning.Ed.D., Educational Leadership and Management -- Drexel University, 201
