Students with emotional and behavioural difficulties (EBD) are more likely to struggle than their peers, which can lead to disengagement and early dropout. Although there are alternate programmes for these students, they are rarely consulted about their struggles, or about their perceived needs. The purpose of this study was to explore the lived…

Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on…

This is a qualitative case study of a gifted twice-exceptional student with impulse control disorder (ICD) co-diagnosed with depression. This study follows the 'case study' pattern (precedence). The data set of this study is composed of documents from a study involving a twice-exceptional student with adverse event sampling who has been selected…

The impact on full-time carers of children with intellectual disabilities who exhibit challenging behaviour has been well researched (e.g., Lach et al., 2009; Shah et al., 2010; Wodehouse and McGill, 2009), however, there is to date no published research into the impact of behaviour that challenges on seasonal carers. Five participants who had…

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic…

Social, Emotional and Mental Health (SEMH) needs, previously Behavioural, Emotional and Social Difficulties (BESD), is the most frequently occurring category of Special Educational Need (SEN) in secondary schools in England, associated with school exclusion and poorer outcomes in later life. This study explores the perceptions of young people of…

Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging…

Objective: To assess the comorbidity of bipolar disorder (BPD) in children with ADHD and to study the psychopathological profile of ADHD children with and without mania. Method: A total of 100 children with ADHD were assessed with a semistructured diagnostic interview and questionnaires of mania, ADHD, and general psychopathology. Results: 8% of…

Background: Emotional and behavioural disorders in early childhood are related to poorer academic attainment and school engagement, and difficulties already evident at the point of starting school can affect a child's later social and academic development. Successful transfer from pre-school settings to primary education is helped by communication…

This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general education…

Background: Specialist short break services aim to provide enhanced support to family carers as a means of preventing children whose behaviours severely challenge from being placed in full-time residential care. To date, there is limited evidence as to the functioning and effectiveness of such services. Methods: In all, 17 children were selected…

Although not inherent to the diagnosis, many individuals with autism spectrum disorders (ASD) display aggressive behavior. This study examined the experiences of families living with individuals with ASD who also demonstrate aggressive behaviors. Using a qualitative approach, semistructured interviews were conducted with parents of nine males with…

Background: Disturbances of motor circuitry are commonly encountered in Tourette syndrome (TS). The aim of this study was to investigate simple motor performance differences between boys with TS and healthy controls. Methods: We attempted to provide insight into motor network alterations by studying a group of treatment-naive patients suffering…

This paper, which draws on action research methodology, explores the use of inquiry-based learning (IBL) in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD). The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After…

The psychometric properties of a questionnaire developed to assess symptoms of anxiety disorders (SCARED-71) were compared between two groups of children: children with high-functioning autism spectrum disorder and comorbid anxiety disorders (ASD-group; "n" = 115), and children with anxiety disorders (AD-group; "n" = 122).…