ABSTRACT Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental

ABSTRACT Children’s absence from primary school is associated with lower attainment and social difficulties, and persistent absence at this age often continues or worsens as children progress into secondary education. It is therefore important to intervene early to interrupt this negative trajectory. This study used individual semi-structured interviews to explore the perspectives of eight members

ABSTRACT Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers’ classroom management attitudes (TCMA) from the perspective of

ABSTRACT This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016, 56% of young people transitioning from AP maintained

ABSTRACT A rising number of children are permanently excluded from school each year in England. Children’s experiences of exclusion are underrepresented in the literature, effectively giving prominence to the views and interpretations of researchers. This qualitative study uses semi-structured interviews to explore the ways in which excluded children story their experience of school exclusion (N = 18)

(2021). Editorial. Emotional and Behavioural Difficulties: Vol. 26, No. 4, pp. 339-340.

ABSTRACT Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult mental health services

ABSTRACT This pilot study provides a preliminary evaluation of the newly adapted one-to-one version of Tuning in to Kids (TIK), using a randomised-controlled design. One hundred and seven parents of a child aged between four and ten with parent-identified behaviour problems participated. Parent emotion socialisation, parental reflective functioning (PRF), parent and teacher-reported externalising behaviour

ABSTRACT In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified: exclusionary systems, processes, and practices;

ABSTRACT Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member of staff who is not the teacher (1:1), as an

ABSTRACT Studies about workplace bullying recognise that teaching is becoming a high-risk profession. Despite the global concern about teacher-targeted bullying by learners, a dearth of studies remain regarding the bullying of teachers. This study aims at contributing towards the limited corpus of knowledge on the preponderance of the phenomenon within the South African schooling contexts. A phenomenological

ABSTRACT 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 and validate the Early Years Boxall Profile

ABSTRACT Conduct problems (CP) are common behaviour difficulties in young children. Poor parenting and caregiver-child attachment relationships are important risk factors of CP, but more research is required to understand their concurrent contribution to CP in the early childhood years. We examined the association of maternal-reported conduct problems (CP) (Strengths and Difficulties Questionnaire)

ABSTRACT Understanding and regulating emotions influence children’s friendships. Children with Attention Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) have difficulties in understanding emotions and in controlling themselves. Τhe present study examines how children’s friendships and their quality may be affected by emotion understanding and regulation skills. Participants

(2021). Editorial. Emotional and Behavioural Difficulties: Vol. 26, No. 3, pp. 223-224.

ABSTRACT Panic attacks are common in adolescents and are experienced in several mental health difficulties. In adults, cognitions during panic attacks comprise mental images as well as thoughts. No qualitative research into panic attacks has been conducted with adolescents. Better understanding of the experience of panic attacks, including the presence and nature of mental images, may improve treatments

ABSTRACT Considering that externalising behaviour problems are one of the most prominent psychopathologies, it is important to investigate the interplay of individual and environmental factors that are associated with such behaviours. Although previous literature revealed associations between parenting dimensions, callous-unemotional traits, and externalising behaviour problems, only a few studies

(2021). Editorial. Emotional and Behavioural Difficulties: Vol. 26, No. 2, pp. 117-118.

ABSTRACT The mental health and wellbeing of children and young people is an area of great concern for those within education and health sectors, with young people reported to be especially at risk during adolescence. This has resulted in increasing demand for measures which can identify children and young people at risk of developing mental health difficulties, in order for appropriate and early intervention

ABSTRACT Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and use of behavioural strategies. Traditional training shows initial improvements which deteriorate over time necessitating a new approach. Staff perspectives identifying important factors in teaching

ABSTRACT This systematic review synthesises the existing research evidence regarding the experiences of young people reintegrated to a mainstream secondary school (MSS) through alternative provision (AP), following permanent exclusion. Eight studies, including one international study, were critically appraised and synthesised following PRISMA guidelines. Three global themes were identified: outcomes

ABSTRACT Child abuse victims often experience sleep problems, but the possible underlying mediators between them are not well known. This study aimed to investigate the relationship between sleep quality and child abuse through the mediation role of alexithymia in a sample of 200 students of Tabriz University. The results show that child abuse experience and its components (emotional, physical, sexual

ABSTRACT Research has linked parenting practices to the development of internalising symptoms in children. However, parenting practices cannot fully explain the evolution of internalising symptoms, as other factors seem to influence this process. Two specific factors identified in separate lines of research are victimisation and child behavioural inhibition. The current study examined moderated-mediation

ABSTRACT This study aims to analyse the relationship between moral disengagement mechanisms, aggression and bullying behaviour in 221 high school students between 11 and 17 years who took the Mechanisms of Moral Disengagement Questionnaire, The Aggression Questionnaire and the School Bullying Questionnaire. Findings suggest significant positive correlations (p < .001) between aggressive, bullying behaviour

ABSTRACT The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive educational support due to the fact that they are experiencing difficulties with behavioural regulation. A theoretical revision is performed of the different ways of compression, in relation to the

ABSTRACT In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding

ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences

ABSTRACT Prevention of school exclusion is a major UK policy concern in the COVID-19 era of economic uncertainty, speculation about the possible futures for social cohesion, and alarming reports about the prevalence of children’s mental health difficulties and eroded sense of well-being and security. This Special Issue on school exclusion is drawn from the work of the multi-disciplinary and cross-jurisdictional

ABSTRACT Across the four UK jurisdictions, there are distinct disparities in exclusion rates of school students. Northern Ireland, alongside Scotland and Wales, has demonstrated over time, lower rates of permanent exclusions and temporary exclusions compared with England. This paper examines these disparities from the perspectives of representatives from various system-level educational bodies and

ABSTRACT Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse incentives in the system, as well as the potentially

ABSTRACT Schools often provide structure and safety to students but particularly for vulnerable children and young people. The Covid 19 pandemic has caused unprecedented upheaval across society as a whole but it is clear that the effects are uneven and that some groups have been more directly and negatively impacted, both in the UK and globally. While there are now much helpful quantitative data on

ABSTRACT Pupils with special educational needs and disabilities (SEND) are disproportionately over-represented in official statistics on exclusion suggesting that mainstream schools are failing to meet their needs. We argue for the importance of looking at the cultures of schooling. School belonging (or connectedness) has been widely associated with a raft of positive outcomes although there is relatively

ABSTRACT This article explores the relationship between school exclusion and youth crime and considers what criminological research can add to our understanding. The article first explores the history of the ways in which the criminological implications of school exclusion have been conceptualised, including the link between exclusion and young people’s offending, and the so-called ‘school-to-prison

ABSTRACT This article draws on the impact of the ongoing pandemic to highlight the failure of the English legal regime to adequately protect children’s right to education, particularly equal access to education by especially vulnerable children. Ifirst outline key domestic and international legislative provisions positioned as securing children’s and parents’ rights in this context. Prior to the pandemic

ABSTRACT Relegated to the margins of the large body of research on ADHD and school is individuals’ own retrospective accounts of schooling. Drawing on multiple narrative interviews with nine young adults with ADHD in Sweden, the present study explores their experiences and reflections concerning their years in compulsory school. Despite variations in the gradient of decline, time in school was described

ABSTRACT This research aimed to explore the role of parental characteristics and mindful parenting in risk behaviour of adolescents. A total of 604 participants took part in the study, out of which N = 361 were adolescents aged 13 to 18, N = 158 were their mothers, and N = 85 fathers. To achieve the aim of the research, the following questionnaires were used: The General Data Questionnaire for Adolescents

ABSTRACT This article reports the findings from a systematic review of qualitative research evidence exploring the views of children and young people identified as having Social, Emotional and Mental Health (SEMH) needs and their experiences of the SEMH label. A systematic search identified seven papers that were reviewed using the Critical Appraisal Skills Programme (CASP) checklist. Thematic synthesis

ABSTRACT This paper contributes to our growing understanding of the processes underpinning contrasting rates of school exclusions both within and across the different jurisdictions of the UK. Wales is often compared favourably to its larger neighbour England, where rates of permanent exclusions have risen dramatically in recent years. One explanation for Wales’ lower rates might lie in the very different

ABSTRACT The multiple layers of exclusion that can be experienced by a child at school and the relationship of this to mental well-being is the focus of this paper. The relationship between specific mental health problems and school exclusion is discussed. Data gathered from 1648 English school-aged students in 2019 who participated in the OxWell school mental health and well-being survey and responded

ABSTRACT Office disciplinary referrals (ODRs) during students’ first year of high school have been understudied despite research indicating they undermine graduation rates. Based on two cohorts of 9th grade students from one high school in one American Midwestern state, trends in ODRs were analysed in relation to students’ and teachers’ ratings of students’ social, emotional, and behavioural needs

(2020). Editorial for volume 25 issue 3-4. Emotional and Behavioural Difficulties: Vol. 25, No. 3-4, pp. 199-200.

ABSTRACT Being exposed to bullying increases the risk of severe negative consequences related to mental health problems and school performance. However, there is a lack of research regarding how school’s follow-up with children and adolescents who were previously exposed to bullying to prevent or reduce this risk. This study explored key aspects regarding how schools can follow-up with bullied children

ABSTRACT Problematic and disruptive behaviours continue to be a pervasive problem in elementary school classrooms across the globe, with recent reports indicating rising trends. The present study seeks to describe a unique sample of children who are seeking mental health services and present with specific problematic school behaviours. Preliminary analyses were conducted to provide a descriptive understanding

ABSTRACT Symptoms of depression are common in adolescents and have negative impacts on academic engagement and achievement, as well as on future mental health and functioning. A number of psychological therapies are effective for the treatment of adolescent depression but there are barriers to young people accessing treatment promptly. Providing treatment in school may help improve access to mental

ABSTRACT Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In

ABSTRACT The facilitation of children’s emotional intelligence (EI) through social and emotional learning (SEL) and wider pastoral support schemes is common practice in schools. Although the benefits of enhanced EI have been widely reported, little is known about its ‘dark side’: emotional manipulation, or how this may manifest in school settings. Focus group and individual interview data gathered

ABSTRACT The research aimed to investigate if drug misuse is an indicator and predictor of barriers to mainstream schooling and school exclusion. The objectives were to determine the extent of the barriers to mainstream schooling and to elicit and report the caregiver’s experiences of their child’s drug misuse and the impact it has had on them, their child and their child’s siblings. This research

ABSTRACT The Boxall Profile is one of the most frequently used tools to measure the social, emotional, behavioural and/or mental health difficulties (SEMH) of children and young people in schools across the UK. However, limited evidence exists regarding the norms and psychometric properties of the tool. The current study used data from 487 primary school-aged children to carry out a re-standardisation

Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120) revealed one factor accounting for 61% of the variance;

This study examined the role of a) empathic concern for victims of relational aggression (ECV) and b) perspective taking (PT) in explaining self- and peer-reported relational aggression (RA) and re...

ABSTRACT This paper explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today. These include both classic and contemporary ideas such as those of Bronfenbrenner, Masten, Rutter and, more recently, Downes and Ungar. Building on this analysis, the paper proposes a new model, taking key

ABSTRACT Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling over the past decade. While studies have shown an increasingly high prevalence of mental health difficulties among young people in NI generally, there is a paucity of research with at risk groups, including members of ethnic minority communities. This paper

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

ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation

ABSTRACT School refusal is heterogeneous in aetiology and presentation. The heterogeneity in its presentation, the focus of this study, complicates the conceptualisation and assessment of school refusal. The present study documents the development of a descriptive model of school refusal that was used to inform the development of a questionnaire for identifying manifestations of school refusal (the

ABSTRACT Research has shown that the attitudes of teachers towards pupils can influence their academic and social behaviour. In the context of special education needs (SEN), the same processes likely apply, and there is evidence that teachers’ attitudes influence the success of inclusive initiatives. While the literature on attitudes to pupils with SEN is limited, there is also a heavy reliance on

ABSTRACT Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require additional teaching in self-management of behaviour

Welcome to the first issue of the new decade. As you will have noticed the wrong cover was affixed to issue 24–4. Taylor and Francis will reprint the issue with the correct cover and issue a correction notice. In the first paper Poonam Dhaka and Antonia Shitilitha Mukwiilongo discuss the assessment of emotional maturity of children living in residential homes in Namibia. They argue that their findings

ABSTRACT The aim of this study was to discover what kind of perceptions young children in need of social, emotional, and behavioural support have about themselves. The interest was especially in social and emotional self-perceptions. For this study, ten children attending Finnish early childhood education and care were interviewed in spring 2016 and the material was analysed by using thematic analysis

ABSTRACT The study investigates child social competence a three different measurement levels (overall level, factor level, and item level), in a sample of parents and children participating in interventions towards emerging or present child problem behaviours. Parents of 550 children aged 3–12 (71% boys) evaluated social competence using the Home and Community Social Behaviour Scales (HCSBS), which