School attendance is a complex topic for all school stakeholders preparing students for college and career success. Students who refuse to attend or avoid school are affected or influenced by a myriad of reasons such as their own physical or mental health issues. This article explores the various factors at the root of school refusal, particularly…

Exposure and response prevention is an evidence-based intervention recommended as a first-line treatment for childhood anxiety disorders. Despite over a century of research establishing its efficacy, many school- and college-aged youth fail to receive timely and effective treatment. This brief review will summarize the rationale and efficacy of…

Attribution theory is concerned with why outcomes occur such as "Why did I fail the exam?" or "Why are they picking on me?" (Weiner, 1986, 2018; see Graham, 2020 for a review). Although this article focuses on achievement, attributions are relevant to the social as well as the achievement domain. Both questions concern failure…

As the adults battle the COVID-19 pandemic's effects, children are also dealing with its fallout. In addition to the health effects, since March 2020, the pandemic has caused long-term school closure, which forced school-aged youth to deal with the stress of social isolation; moreover, since youth have returned to school, there has been an uptick…

Due to the increased pressure from test-based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing…

Students with behavior problems often lack the self-regulation skills necessary for success. One strategy shown to improve these skills is self-monitoring. Traditionally, self-monitoring has been done using paper and pencil, with some sort of prompt to complete the procedures. Prompts have involved teacher cues as well as technology. Current…

This study provides an in-depth examination of the understanding and implementation of cognitive-- behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers…

Educationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time. These concerns have centred on the role of policy in 'othering' such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced…

During early childhood, economically disadvantaged children can experience challenges that affect their social-emotional, language, and physical health development across the lifespan. Psychologists have tested several interventions to address developmental problems during early childhood, but information about the degree to which economically…

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most prevalent childhood neurodevelopmental disorder. Arising from a complex interaction between genetic and environmental factors, along with epigenetic changes during foetal development, ADHD is a lifelong condition that impacts children's academic and social functioning in numerous adverse…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

Sleep insufficiency, defined as inadequate sleep duration, poor sleep quality, and daytime sleepiness, has been linked with students' learning and behavioral outcomes at school. However, there is limited research on interventions designed to improve the sleep of school-age children. In order to promote more interest on this critical topic, we…

Child welfare providers are increasingly required to demonstrate that strengths-based, evidence-informed practices are central to their intervention methodology. This case study describes how a large child welfare agency instituted cognitive behavioural therapy (CBT) as the core component of a strength-based practice model with the goal of…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

An increasing number of children experience chronic health issues that affect their academic and behavioral functioning, as well as psychological well-being. At the same time, psychological stress can exacerbate the chronic illness. The first line of treatment most often is medical (e.g., pharmacology, surgery, radiation). Even when the medical…