Universal SEL interventions have garnered increasing attention in educational systems worldwide, including in Portuguese schools, with short- and long-term benefits for students, such as social and emotional competencies, academic performance, and positive attitudes and behaviours. Using a pre- and post-test design, the current study aims to…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction…

Introduction: The present study examined the efficacy of the universal prevention version of the Coping Power Program in reducing behavioral and emotional problems and in promoting prosocial behaviors in middle-school classrooms. Methods: The study used a randomized control study design; and the sample included 839 middle-school Italian youths…

The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1st through the 4th grade (ages 6-8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math…

There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses school-wide…

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children's emotional and behavior problems in first and second grade. Children's emotional and behavior needs and the receipt of special services in school at pretest were examined as…

This study investigated how teachers' perceptions of their psychological need stisfaction, teacher-student relationships and students' perceptions of well-being relate to students' emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need…

There is a need of additional research into the social aspects of adoptees' school experiences. For that purpose, the present study used a sample of adopted (n = 541) and non-adopted (n = 582) adolescents from the Health Behavior in School-aged Children (HBSC) study in Spain. Specifically, we analyzed social support at school (from classmates and…

The interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to…

Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants…

Continual conduct problems from adolescence to adulthood comprise a societal concern. Knowledge of school-related triggers and contributors to persistent conduct problems is important but still limited. We explored the role of schoolwork difficulties and being bullied by peers at school in the development of conduct problems, controlling for…

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children's emotional and behavior problems in first grade. Children's emotional and behavior needs at pretest were examined as a moderator. Participants were primary caregivers and…

Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers' adoption and implementation of a high-quality daily report card (DRC) intervention through…