This qualitative case study identified key components to the creation and implementation of programming for students with Emotional Impairments. By determining the specific structures that need to be in place in a public school program to support students with Emotional Impairments, districts can develop classrooms that will lead to student…

Many educators are not adequately prepared for effectively managing the challenging behaviors that arise when including students with emotional and behavioral disorders (EBD) in the general education classroom. This action research study sought to identify educators' perceptions at Charter Academy about including students with EBD in the general…

Students with emotional/behavioral disorders have identified disruptive behaviors that negatively impact their academic performance. The US Department of Education and the American School Counselor Association have supported the use of school-wide multitiered systems of support (MTSS) to reinforce pro-social behaviors for all students, but to also…

Students with emotional and behavioral disabilities (EBD) endure adverse childhood experiences (ACEs) and other traumatic experiences at higher rates than their non-disabled peers. Staff who work with these students can experience compassion fatigue, contributing to staff attrition and burnout. Trauma-informed care practices show promise in…

The present study will assess the effectiveness of a social emotional learning curriculum implemented in a Midwestern high school with special education students. The specific social emotional curriculum utilized at this particular school was organized and delivered by the school psychologists at the high school, based on the Strong Teens…