For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or…

School mental health programs are an important component of the national response to the current student mental health crisis. However, evidence-based programs often face numerous barriers to their selection, scale-up, and sustainability in real-world settings. In this study, we interviewed 15 educational stakeholders to examine what influences…

This study explores teachers' perceptions of barriers to implementing the Response to Intervention (RTI) model for students with learning difficulties in Saudi Arabia. Using a qualitative case study approach with semi-structured interviews, the study included eight female teachers. Findings indicate that key barriers include time constraints,…

The early childhood education (ECE) sector in Aotearoa New Zealand is committed through policy to inclusive pedagogy for all children, however translating such policies into everyday practice for teachers can be challenging. According to an Education Review Office (ERO, 2022) report, many ECE teachers do not feel confident teaching children with…

Professionals and communication partners report experiencing challenges with regard to developing the knowledge and skills needed to support individuals with complex communication needs who use augmentative and alternative communication (AAC). These challenges can be exacerbated in rural and remote areas where access to resources and training may…

Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children's educational experiences. This paper provides evidence-based guidelines as to how an…

This exploratory, descriptive study sought to determine the perceptions of special education (SPED) directors and their respective SPED teachers regarding self-efficacy in meeting the diverse needs of students who have English learning challenges and have been identified as having special learning needs. Also, general information regarding the…

Since at least 2001, an emphasis has been placed on the use of evidence-based practices in schools to close achievement gaps. Multi-Tiered System of Supports (MTSS) emerged during this time as a framework of evidence-based practices adopted by nearly all U.S. states including Georgia. When implemented with fidelity, MTSS has the potential to close…

In 2021, the National Association of School Nurses published an updated position statement affirming the unique position of school nurses to support the health and well-being of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) students who are faced with a variety of health disparities rooted in experiences of stigma,…

Purpose: Meeting the needs of Maya children in U.S. schools requires extensive training. Research is lacking in best practices to support students with intersectional identities. This article provides a roadmap centralized on Maya children's experiences, acknowledging the linguistic diversity of Maya immigrants, their language and cultural…

Community colleges and the broader U.S. higher education system are struggling to respond to rising rates of mental health problems among students. Without adequate mental health supports, students risk a wide variety of serious and lasting consequences. Confronted with these issues, federal, state, and college officials lack research guidance…

Rising rates of individuals with mental illness in the United States have policymakers, education officials, and medical professionals worried about the need for additional support for struggling college students--and the ability of higher education institutions to provide it. Many colleges have designed and implemented a variety of interventions…

Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person's ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary…

Volume 18 of "International Perspectives on Inclusive Education" offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating…

This exploratory study surveyed school mental health providers across the United States to examine their perception of the facilitators and the barriers to evidence-based professional practice (EBPP) when offering mental health services to students in schools and to identify any group differences of these perceptions. A national sample of school…