Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Yaoying Xu
Abstract
This qualitative phenomenological study examined the lived experiences of young adults with Emotional and Behavioral Disorders (EBD) as they transitioned from private day school settings into sustained employment. Guided by Schlossberg’s Transition Theory, the study explored participants’ perceptions of the barriers, supports, and strategies that shaped their transition experiences. Data were collected through twelve semi-structured interviews with six participants who maintained at least one year of continuous employment following high school. Analysis revealed four primary themes: structure as a stabilizing force, resilience developed through adversity, experiential learning as a pathway to employment, and employment as identity and independence. Findings suggest that successful transition is shaped by structured supports, hands-on learning experiences, persistence, and opportunities for meaningful employment that foster independence and adult identity. The study contributes to the literature by centering the voices of individuals with EBD educated in specialized settings and highlights implications for transition practice, policy, and future research.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-7-2026