This study investigated how pre-service teachers' perceptions about classroom management and student misbehavior evolved in an inquiry-based classroom management course. Twenty-four pre-service teachers in Northern Cyprus participated in the study. Data were collected through writing prompts. The results showed that most of the pre-service…

During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to 'home school' their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in…

Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12-15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative…

Bullying in school and cyberbullying are highly relevant issues. Students with special educational needs in emotional-social development and learning show individual characteristics that could be risk factors for bullying perpetration and victimization (e.g., externalizing behavior problems or poor social skills). Therefore, the present study was…

This paper addresses an investigation into the relationship between adolescent emotions and academic well-being. It explores teachers', parents', and students' perceptions of adolescents' understanding of their emotions and academic development. Studies have shown that adolescents of all stages are engaged in incidental and formal learning, they…

This study examined two subfactors of fundamental movement skills: locomotion skills and object-control skills. The direct and indirect effects of children's temperament on fundamental movement skills and the mediating effects of autonomy and self-regulation were examined. Participants included 278 pairs of 3- to 5-year-old children and their…

The COVID-19 pandemic has significantly changed the environment in which young children are developing. This article explores the question: How might this reduction in social interactions with peers impact the social development of the youngest children? Social skills rely on a foundation of cognitive and emotional skills that are prerequisites to…

This study aims to investigate the views of primary school principals regarding pre-school education. The study was carried out with ten primary school principals in the city of Zonguldak during the 2021-2022 academic year. The case study method, one of the qualitative research types, was used in the research. Based on the purpose of the research,…

This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to…

Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a self-regulatory process in a Mobile…

Research on young offenders has primarily focused on identifying predictors of the maladaptive, aggressive behavior; there is a scarcity of evidence on factors that relate to prosocial behavior in these adolescents. The current study examined the link from parenting, emotional instability, and prosocial reasoning to prosocial behavior, while also…

This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an…

Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessment tools to adequately identify early signs of social, emotional, behavioural and mental health (SEMH) difficulties. The current study aimed to develop…

Social engagement, pretend play, and concern for another's distress represent fundamental features of typical social-emotional development in the second year. Children with autism spectrum disorder (ASD) display delays and deficits in these areas, and research on toddlers at heightened risk for ASD (HR; younger siblings of children with ASD)…

For educators to help children exposed to adverse life experiences, it is necessary to understand how adversity impacts different mechanisms of learning, emotion, and planning as these capacities underpin success in schools and beyond. The goal of this paper is to review essential findings on how early life adversity transforms the brain which, in…