Welcome to issue 25 (2) of the journal. These are worrying times. I write at a moment when many of the most vulnerable and disadvantaged young people in the country find themselves in very challenging circumstances, often without access to the support that they desperately need. This issue does not speak to the Covid-19 issues, these issues will appear in the publication in the coming months. In paper one Geraldine Scanlon, Ciara McEnteggart, and Yvonne Barnes-Holmes explore one aspect of the implications of the attitudes of teachers towards pupils. They set out to measure the implicit attitudes of teachers in training (N = 20), primary school teachers (N = 20), and post-primary teachers (N = 20) and a group of controls (N = 20) towards pupils with Emotional and Behavioural Difficulties (EBD), versus the implicit attitudes of primary school teachers (N = 20) and post-primary teachers (N = 20) towards typically-developing pupils. They suggest that teachers possessed greater negative implicit and explicit attitudes towards pupils with EBD, when compared to typicallydeveloping pupils. Doubtless this issue is of greater significance when teachers are highly stressed, as many of them will be when schools fully reopen. In the second paper John McMullen, Sharon Jones, Rachel Campbell, Judith McLaughlin, Barbara McDade, Patricia O’Lynn, and Catherine Glen discuss mental health and wellbeing among newcomer pupils in Northern Irish schools. They draw on data from a study commissioned by The Education Authority (NI) that investigated the mental health needs of newcomer pupils in schools in NI according to newcomer pupils themselves, as well as school staff and youth workers who support them, and to make recommendations for future development. Their results suggest that, while many newcomer pupils have adapted well and display average levels of emotional well-being, many have experienced a range of adversities that may negatively impact mental health. They raise some important suggestions for practice. Marie Galle-Tessonneau and David Heyne engage with an issue that is receiving an increasing amount of attention: the range of forms and causes of school refusal. In the third paper they discuss the development of a descriptive model of school refusal and its application in the production of a questionnaire for identifying manifestations of school refusal (the SChool REfusal EvaluatioN – SCREEN). The results of the implementation of the survey device support the common notion that school refusal manifestations are not limited to absence from the school context, and are likely to occur outside this environment. Alicia Blanco-Bayo writes about the interpretation of Behaviour Classification Tables and Positive Behaviour Support models. In this, the fourth paper in the issue, she discusses the strengths and limitations of both and again makes recommendations for practice In paper five Bairbre Teirnan, Dolores McDonagh, and Ann Marie Casserly discuss replacing care support with teaching provision for students with emotional disturbance/behavioural disorder in Irish post-primary schools. Importantly, they highlight the importance of their finding that schools require effective guidance and support, particularly in terms of planning and implementing biopsychosocial approaches. Furthermore, a significant gap in their findings was the lack of evidence of multi-disciplinary interventions as reported by the participants. In the sixth and final paper Adeela Ahmed Shafi, Sian Templeton, Tristan Middleton, Richard Millican, Paul Vare, Rebecca Pritchard, and Jenny Hatley discuss a dynamic interactive model of resilience (DIMoR) for education and learning contexts. They argue that this model recognises EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2020, VOL. 25, NO. 2, 109–110 https://doi.org/10.1080/13632752.2020.1778255

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欢迎关注期刊第25期（2）。这是令人担忧的时期。我写这篇文章的时候，该国许多最脆弱和处境不利的年轻人发现自己处于非常具有挑战性的环境中，往往无法获得他们迫切需要的支持。本期不涉及 Covid-19 问题，这些问题将出现在未来几个月的出版物中。Geraldine Scanlon、Ciara McEnteggart 和 Yvonne Barnes-Holmes 在论文中探讨了教师对学生态度的影响的一个方面。他们着手测量教师（N = 20）、小学教师（N = 20）和小学教师（N = 20）以及一组对照（N = 20）对具有情绪和行为困难（EBD），与小学教师（N = 20）和小学教师（N = 20）对典型发展学生的内隐态度进行对比。他们表明，与正常发育的学生相比，教师对患有 EBD 的学生具有更大的负面内隐和外显态度。毫无疑问，当教师压力很大时，这个问题更重要，因为当学校完全重新开放时，他们中的许多人都会如此。在第二篇论文中，John McMullen、Sharon Jones、Rachel Campbell、Judith McLaughlin、Barbara McDade、Patricia O'Lynn 和 Catherine Glen 讨论了北爱尔兰学校新来学生的心理健康和福祉。他们借鉴了教育局 (NI) 委托进行的一项研究的数据，该研究根据新来学生自己调查了新来学生在 NI 学校的心理健康需求，以及支持他们的学校工作人员和青年工作者，并为未来的发展提出建议。他们的结果表明，虽然许多新来的学生适应良好并表现出平均水平的情绪健康，但许多人经历了一系列可能对心理健康产生负面影响的逆境。他们提出了一些重要的实践建议。Marie Galle-Tessonneau 和 David Heyne 讨论了一个越来越受到关注的问题：拒绝学校的形式和原因的范围。在第三篇论文中，他们讨论了拒绝学校描述模型的开发及其在制作用于识别学校拒绝表现形式的问卷（学校拒绝评估 - 屏幕）中的应用。调查设备的实施结果支持了普遍的观点，即拒绝学校的表现不仅限于学校环境之外，而且很可能发生在这种环境之外。Alicia Blanco-Bayo 撰写了有关行为分类表和积极行为支持模型的解释的文章。在本期的第四篇论文中，她讨论了两者的优势和局限性，并再次提出了实践建议在论文五中，Bairbre Teirnan、Dolores McDonagh 和 Ann Marie Casserly 讨论了用为有情绪障碍的学生提供教学来代替护理支持/爱尔兰小学后的行为障碍。重要的是，他们强调了他们发现学校需要有效指导和支持的重要性，特别是在规划和实施生物心理社会方法方面。此外，他们发现的一个重大差距是缺乏参与者报告的多学科干预的证据。在第六篇也是最后一篇论文中，Adeela Ahmed Shafi、Sian Templeton、Tristan Middleton、Richard Millican、Paul Vare、Rebecca Pritchard 和 Jenny Hatley 讨论了用于教育和学习环境的动态弹性互动模型 (DIMoR)。他们争辩说，该模型识别了情感和行为困难 2020，VOL。25，没有。2, 109–110 https://doi.org/10.1080/13632752.2020.1778255 Tristan Middleton、Richard Millican、Paul Vare、Rebecca Pritchard 和 Jenny Hatley 讨论了用于教育和学习环境的动态弹性互动模型 (DIMoR)。他们争辩说，该模型识别了情感和行为困难 2020，VOL。25，没有。2, 109–110 https://doi.org/10.1080/13632752.2020.1778255 Tristan Middleton、Richard Millican、Paul Vare、Rebecca Pritchard 和 Jenny Hatley 讨论了用于教育和学习环境的动态弹性互动模型 (DIMoR)。他们争辩说，该模型识别了情感和行为困难 2020，VOL。25，没有。2, 109–110 https://doi.org/10.1080/13632752.2020.1778255