Students with reading difficulties frequently struggle succeeding in middle school courses due to poor early reading and language skills. Research suggests that students with reading difficulties and comorbid behavioral concerns may have difficulties making appropriate gains when exposed to academic instruction. This study examined the extent to…

Meta-analyses suggest that instructional quality in the classroom and the quality of teacher-student relationships (TSR) predict positive social-emotional and achievement-related outcomes. Psychoanalytic theory asserts that positive teacher-student relationships are particularly important for outcomes in classrooms with more students with severe…

The arts therapies are becoming more commonplace as psychotherapeutic interventions for young people with social, emotional and behavioural difficulties (SEBD) and associated mental health conditions in educational settings and are now used in many educational provisions. The justification for their use would seem to be largely based on the…

This article examines what constitutes students' disruptive and good behaviour, as described and defined by teachers. Teachers are viewed as professional experts who produce official information regarding their students. The present study analysed the overarching features of behaviour descriptions provided by teachers in official statements…

Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and…

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with…

Up to 16% of students in mainstream secondary schools present with language impairment (LI). As with other learning difficulties, students with LI experience many academic, social, emotional and behavioral problems. Associated presenting behaviors may, however, be masking the primary language impairment. As a result, secondary school students with…

A mixed methods approach was used to explore secondary teachers' motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2,…