Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measures remains scant. In contrast, there is growing concern about the impact such punitive spaces have on well-being. This study used the methodological…

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…

The aim of this study is to assess adolescent refugees' psychological distress and examine how reliably caseworkers can assess distress through a proxy-report instrument. The distress of 102 unaccompanied refugees between 16 and 21 years of age housed in youth welfare accommodations in Germany was assessed by self-report using the Brief Symptom…

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…

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…

This article makes a distinct contribution to the understanding of establishing multi-agency working. Using Horwath and Morrison's framework, a collaboration is described in detail, bringing multiple agencies to work with children attending a new special school for those with social, emotional and mental health (SEMH) needs, and with their…

This paper presents a systematic literature review investigating the views gathered from children and young people (CYP) identified as having Behavioural, Emotional and Social Difficulties (BESD) or Social, Emotional and Mental Health (SEMH) difficulties. Whilst there is great interest in the area of children's views, there is limited research in…

Transitions represent an important milestone for children and are experienced differentially. For some children, transitions represent a critical period that can have a long-term impact on their lives. This paper examines the socio-emotional aspects of the transition through an exploration of the findings derived from an evaluative case study of a…

This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that…

Concerns have been expressed about the long term inclusion of students with social, emotional and mental health difficulties in mainstream education. Often, this results in continuous referrals with alternative provision. Whilst student views have been explored, there has been a lack of research focusing on perspectives within Primary education.…

The importance of nurture for the development of well-being has been extensively documented as has the importance of the relationship between education and well-being. Supervision is seen as an invaluable and essential resource for monitoring staff well-being and as a means of maintaining effective practice. This exploratory study had two aims.…

The arts therapies are becoming more commonplace as psychotherapeutic interventions for young people with social, emotional and behavioural difficulties (SEBD) and associated mental health conditions in educational settings and are now used in many educational provisions. The justification for their use would seem to be largely based on the…

Two key areas identified for research are differences in practice between nurture groups and mainstream classrooms, and nurturing approaches in rural and low-density populations. This study compared classroom practice in a nurture group serving a wide rural area with the four mainstream classes to which the five children in the group belonged. The…

Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties (SEBD) and promotes healthy development from an early age can make a…

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…