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.

中文翻译：

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具有临床相关情绪或行为障碍的儿童和青少年的教育过渡成果：系统评价的结果

教育过渡与重大变化相关。如果学生不能克服这些挑战，他们的幸福感和动力可能会受到损害。具有临床相关的情绪或行为障碍（EBD）的学生有遭受负面过渡经历的风险。我们进行了系统的综述，总结了EBD学生的过渡成果。在八个科学数据库中进行电子搜索后，针对六个入选标准筛选了4,930个出版物。两名编码员评估了181篇全文的资格。我们纳入了以英语或德语发表的k = 22项研究（1988？2017）。自闭症（k = 15）和过渡到学校（k = 13）的学生接受了最频繁的检查。观察到幸福，成就，社会参与，支持和期望。较差的福利和社会困难普遍存在，但往往会随着时间的推移而调整。结果受纳入标准和搜索程序的限制。尽管如此，该综述弥补了研究空白，对具有临床相关EBD的学生实施干预措施和支持性过渡环境具有重要意义。需要对过渡期间的个人变化和支持方法进行进一步研究。