Educational transition outcomes of children and adolescents with clinically relevant emotional or behavioural disorders: results of a systematic review

Educational transitions are associated with significant changes. If students cannot overcome these challenges, their well‐being and motivation may be impaired. Students with clinically relevant emotional or behavioural disorders (EBDs) are at risk for negative transitional experiences. We conducted a systematic review summarising transitional outcomes of students with EBDs. After an electronic search in eight scientific databases, 4,930 publications were screened against six inclusion criteria. Two coders assessed the eligibility of 181 full‐texts. We included k = 22 studies published in English or German (1988–2017). Students with autism (k = 15) and transitions out of school (k = 13) were examined most frequently. Well‐being, achievements, social participation, support and expectations were observed. Poor well‐being and social difficulties were prevalent, but often adjusted over time. The results are limited by the inclusion criteria and search procedures. Nevertheless, the review closes a research gap and has implications for the implementation of interventions and a supportive transition environment for students with clinically relevant EBDs. Further research on individual changes and supportive approaches during transitions is needed.     

Using a sensory approach with children who challenge

In this article Denise Chilvers and Angela Cole describe a school‐based study which is located very much in an action‐research idiom. Starting from a questioning, but collegial, stance on identifying positive interventions for children who challenge, the authors illustrate how theory and reflection on practice can lead to significant innovations in pedagogy and curriculum. They provide a thought‐provoking account of how a multi‐sensory approach in one setting has had a notable impact on pupils' social behaviour.     

Influence of deviant behaviours in workgroups in relation with group composition

The potential for behaviourally challenged students to negatively impact typically developing students is a concern shared by many parents and teachers. However, deviant peer influence during workgroup activities has not been thoroughly investigated through systematic observation of deviant interactions. This study compares sequences of deviant behaviours and peer responses recorded during cooperative activities. Seventy fifth-grade elementary school students were observed in three specific contexts, homogeneous EBD workgroups, homogeneous regular workgroups and inclusive workgroups. Findings reveal a greater prevalence of verbal aggressions and more explosive exchanges in EBD workgroups. In groups consisting solely of typically developing students, intentionally ignoring disruptive teammates proved to be effective in stopping deviant behaviours. Finally, it was in inclusive workgroups that observed deviant interactions sequences were the longest. These findings are discussed in relation with the role of group composition and workgroup training in fostering effective cooperative learning environments.     

On the front-line: Teachers as active observers of pupils’ mental health

There is a growing expectation that schoolteachers should not only act as educators by delivering the national curriculum, but also be more involved as tier one mental health professionals. In this role they are expected to assume some responsibility in the early identification of children's mental health problems and to refer these children for appropriate support as required [NHS Health Advisory Service. (1995). Together we stand: The commissioning, role and management of child and adolescent mental health services. London, UK: HMSO]. In this paper, we examine teachers’ experiences in light of these expectations and in the context of greater inclusion. We undertook in-depth interviews, to explore teachers’ views on competency and training in mental health management. Our findings indicate a widespread perception that teachers feel inadequately prepared to manage pupils with mental health needs. The findings are discussed with reference to the changing role of the teacher, current education policy and teacher training.     

Friends,foes, and self-defence: students with EBD navigating social conflicts and bullying

Students with emotional and behavioural difficulties (EBD) are more likely to struggle than their peers, which can lead to disengagement and early dropout. Although there are alternate programmes for these students, they are rarely consulted about their struggles, or about their perceived needs. The purpose of this study was to explore the lived experiences of students with EBD from their entry in mainstream classrooms to their placement in an alternate programme. During a semi-structured interview and visual mapping activity, six participants described their schooling experiences and their depictions were analysed using an interpretative phenomenological analysis. Participants described the social process of school and emphasised the importance of relationships with peers and teachers, and the challenges they experienced in these relationships, which included relational, psychological, and physical aggression. Findings highlight the need to consider the reciprocal nature of bullying for students with EBD, and its influence on their schooling.     

基于ABS硬件系统的汽车EBD控制策略

汽车电子制动力分配系统依据ABS硬件系统的不同,在直接制动和转弯制动时,可实现不同的控制策略,具有较高的制动效能和制动稳定性。     

Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child’s own performance on an internationally validated emotional and mental health measure – the Piers–Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers–Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision.     

The inclusion of students with BESD in mainstream schools: teachers' experiences of and recommendations for creating a successful inclusive environment

Since the election of the Labour government in 1997, England has seen policy changes leading to increased rights for students with special educational needs (SEN), including those with behavioural, emotional and social difficulties (BESD), to be educated in mainstream schools. The present paper reports on the findings of a small-scale study conducted with a sample of mainstream secondary school teachers across the UK. Semi-structured interviews were used to investigate their experiences and approaches to including students with BESD in mainstream education. Teachers spoke of the challenges to effective inclusion centring on lack of resources and level of expertise. Despite identifying a variety of strategies for working with students with BESD, the issues raised by teachers bear striking resemblance to those acknowledged in policy over 20 years ago suggesting that regardless of Labour's changes, longstanding obstacles to inclusion have yet to be addressed.     

Towards systemic support of pupils with emotional and behavioural disorders

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.