“Is it Our Job to Teach them to Read or to Act Appropriately?”: Teachers’ and Staff's Perceptions of an Alternative School

This study examines the strengths and weaknesses of an alternative school for at‐risk youth in an urban area in the United States. The data are based on in‐depth, semistructured interviews with the school's 23 full‐time employees. The data reveal that according to the teachers and staff of the alternative school, there are three main strengths of the school: developing positive teacher–student relationships, providing powerful pedagogy, and establishing a supportive environment; and three main weaknesses: responding inconsistently to behavior problems, creating poor transitions to adulthood, and producing a physically dangerous school environment. The findings of this study suggest a “culture of care” exists at the expense of consistent discipline—resulting in a “culture of danger.” The findings are presented and discussed, and subsequent program and policy recommendations are made in an effort to better understand the strengths and weaknesses of an alternative school and to contribute to the effectiveness schooling for at‐risk youth.