This interpretive phenomenological analysis investigated the perceptions of school by students with emotional and/or behavioral disabilities (EBD) educated in a substantially separate classroom setting, and whether or not they reported connections to their teachers, peers, and school community. Nussbaum's Capability theory and Bronfenbrenner's…

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…

A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and "invisible" nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of…

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…

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…