Welcome to Issue 24–4 of the journal. In the first article Emma Clarke and John Visser ask whether a good Teaching Assistant (TA) is one who ‘knows their place’? Their research suggests that TAs were often passive observers in relation to behaviour management as they did not understand how their role related to that of teachers’. The paper offers suggestions for some ‘next steps’ for schools to consider in supporting TAs to affirmatively find their ‘place’ in managing behaviour. In the next paper Kim M. O’Connor and Ben Hayes consider the value of Social Stories as an intervention for children with communication and behaviour difficulties. Their application of a Social Story intervention led to a reduction in participants’ problematic behaviour. In paper three Gemma Atkinson and Janet Rowley report on an investigation into pupils’ views on mainstream reintegration from alternative provision using a Q methodological study. Their focus, which is based on an eco-systemic perspective and on a model of positive psychology, is on pupils’ views of ‘what works.’ The authors conclude that reintegration success needs to be considered in context and the role of each ‘system’ surrounding the child needs to be acknowledged. Meanwhile in paper four Claudia Verret, Line Massé, Jeanne-Lagacé Leblanc, Gaëlle Delisle, and Johanne Doyon discuss the impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school. Seclusion is rapidly becoming a feature of provision for young people with SEMH and yet its forms and effects are not well understood. Data were obtained from systematic observation of behavioural incidents over a period of three months. Young students and those with aggressive behaviours seemed to benefit more. In a paper which forms a precursor for a forthcoming large study of the political economies of exclusion from schools across the UK, Ted Cole, Gillean McCluskey, Harry Daniels, Ian Thompson and Alice Tawell report on factors associated with high and low levels of school exclusions comparing the English and wider UK experience. Data gathered for this study in other UK jurisdictions suggests that in Scotland and Northern Ireland, and to a lesser extent in Wales, practice that avoids school exclusions has persisted more than in England. In paper six Mike Solomon reflects on ways of making collaborative multi-agency working work. Lessons are identified for future multi-agency collaborations, in terms of design and vision, membership, resourcing and leadership. In paper 7 Jeff Thomas and Janet Dyment discuss the Role of Flexible Learning Programs in Enabling Behavioural Engagement. Their findings provide a response to some common critiques of Flexible Learning Programs, and add to the evidence of the role that they can play in the reengagement of disengaged students. In the final paper Pandelitsa Cosma and Anita Soni present an important systematic literature review which explores the factors identified by children and young people with behavioural, emotional and social difficulties as influential on their experiences of education.

中文翻译：

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社论

欢迎阅读该期刊的第 24-4 期。在第一篇文章中，Emma Clarke 和 John Visser 询问一位优秀的助教 (TA) 是否“了解自己的位置”？他们的研究表明，助教在行为管理方面往往是被动的观察者，因为他们不了解自己的角色与教师的角色有何关联。该文件提供了一些“下一步”建议，供学校考虑支持助教肯定地找到他们在管理行为中的“位置”。在下一篇论文中，Kim M. O'Connor 和 Ben Hayes 考虑了社会故事作为对沟通和行为困难儿童的干预的价值。他们对社会故事干预的应用导致参与者的问题行为减少。在论文三中，Gemma Atkinson 和 Janet Rowley 报告了使用 Q 方法研究调查学生对从替代供应重新融入主流的看法。他们的重点是基于生态系统观点和积极心理学模型，是学生对“什么有效”的看法。作者得出结论，重新融入的成功需要在上下文中考虑，并且需要承认围绕儿童的每个“系统”的作用。与此同时，Claudia Verret、Line Massé、Jeanne-Lagacé Leblanc、Gaëlle Delisle 和 Johanne Doyon 在论文四中讨论了全校降级干预计划对特殊教育学校使用隔离和约束的影响。隐居正在迅速成为为患有 SEMH 的年轻人提供的一个特征，但其形式和影响尚不清楚。数据是从三个月内对行为事件的系统观察中获得的。年轻学生和有攻击性行为的学生似乎受益更多。泰德·科尔、吉林·麦克拉斯基、哈里·丹尼尔斯、伊恩·汤普森和爱丽丝·塔维尔在一篇即将进行的英国学校排斥政治经济学大型研究的先驱论文中，报告了与学校排斥程度高和低相关的因素比较英国和更广泛的英国经验。在其他英国司法管辖区为这项研究收集的数据表明，在苏格兰和北爱尔兰，以及在较小程度上在威尔士，避免学校排斥的做法比英格兰更持久。在论文六中，迈克·所罗门反思了使多机构协作工作的方法。在设计和愿景、成员资格、资源和领导力方面为未来的多机构合作确定了经验教训。在论文 7 中，Jeff Thomas 和 Janet Dyment 讨论了灵活学习计划在促进行为参与中的作用。他们的发现回应了对灵活学习计划的一些常见批评，并进一步证明了灵活学习计划在重新参与的学生中发挥的作用。在最后一篇论文中，Pandelitsa Cosma 和 Anita Soni 提出了一项重要的系统文献综述，探讨了有行为、情感和社交困难的儿童和青少年确定的对其教育经历有影响的因素。在论文 7 中，Jeff Thomas 和 Janet Dyment 讨论了灵活学习计划在促进行为参与中的作用。他们的发现回应了对灵活学习计划的一些常见批评，并进一步证明了灵活学习计划在重新参与的学生中发挥的作用。在最后一篇论文中，Pandelitsa Cosma 和 Anita Soni 提出了一项重要的系统文献综述，探讨了有行为、情感和社交困难的儿童和青少年确定的对其教育经历有影响的因素。在论文 7 中，Jeff Thomas 和 Janet Dyment 讨论了灵活学习计划在促进行为参与中的作用。他们的发现回应了对灵活学习计划的一些常见批评，并进一步证明了灵活学习计划在重新参与的学生中发挥的作用。在最后一篇论文中，Pandelitsa Cosma 和 Anita Soni 提出了一项重要的系统文献综述，探讨了有行为、情感和社交困难的儿童和青少年确定的对其教育经历有影响的因素。