Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…

Research Findings: Preschool social-emotional education has become an increasingly important area of research and practice in mainland China. The social development domain has been recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific practices that preschool teachers in China are using…

Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst…

Navigating academic demands in middle and high school may be particularly challenging for youth experiencing emotional and behavioral difficulties, and screening practices are a necessary first step in identifying youth in need of services. The goal of this study was to inform efficient universal screening practices in secondary schools by…

In this fast changing world, pupils all over the world have developed severe social and psychological needs that affect their interactions with others and subsequently, the achievement of their life goals. Essentially, the social and psychological needs of school pupils have manifested in diverse mal-adjusted behaviours that hinder their academic…

Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier 2 level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach…

Determining the effectiveness of many special education interventions is most difficult because of the practical and ethical limitations associated with assigning participants to a control or non-treated group. Using Longitudinal Study of Australian Children data, this article utilised eight different propensity score analysis methods to determine…

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in…

It is well documented that loss and trauma may lead to a reduction in school grades and an increase in the school dropout rate among school children. However, in order for the schools to support students in the best way after trauma and loss, it is of great importance that teachers are aware of these problems. In this study, we investigated the…

This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three…

This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three…

This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three…

This study examined service receipt and unmet service needs among youth with autism spectrum disorders (ASD) in their last year of high school, as well as the youth (intellectual disability, race/ethnicity, autism severity, comorbid psychiatric diagnoses, behavior problems, adaptive behavior) and family (income, parental health, parental…

In mainstream education, the transition from primary to secondary school ("school transition") is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school…

Background: Traditionally, special educational needs (SEN) were often defined in terms of child deficits. Recently, there has been a tendency to define SEN in terms of (additional) support needed in the classroom. However, little is known about how teachers define students with special educational needs. To close this gap, characteristics of…