SCHOOL REINTEGRATION FOLLOWING A 90-DAY PRTF PLACEMENT

This qualitative multiple-case study examined the experiences of six students reintegrating into public school following discharge from a 90-day Psychiatric Residential Treatment Facility (PRTF), focusing on how emotional readiness, transition planning, school-based supports, family engagement, and cross-system coordination influenced post-discharge attendance. Grounded in ecological systems theory and trauma-informed education, the study framed attendance not merely as presence, but as an early indicator of reintegration stability and system alignment. Data from parent interviews, school records, and PRTF documentation were analyzed thematically, revealing that successful reintegration was linked to proactive transition planning, consistent and layered supports, strong family-school communication, and alignment between student readiness and school expectations. Attendance declines often reflected gaps in supports or misalignment, whereas fragmented communication and unmet emotional needs contributed to absenteeism and sometimes re-hospitalization. The findings underscore the need for formalized transition protocols, enhanced collaboration across educational and mental health systems, and sustained trauma-informed supports, highlighting attendance as a multidimensional, system-sensitive indicator of reintegration success.