Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive…

Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the…

This empirical cross-sectional study explored the effect of chronotypes on classroom behaviour. One hundred and forty young Portuguese children, from 1st to 4th grades, were examined regarding their chronotype and disruptive behaviours occurring in the classroom. Three groups of chronotypes (i.e., morning, intermediate and evening) were…

This study investigated whether support from teachers could serve as a protective factor and reduce disproportionality in problematic behavior. Data from the CILS4EU project on 14-year-old European students were used (N = 18,308). Students reported on their social background (parental resources, migrant background and adverse family risks),…

Sensory processing difficulties (SPD) can significantly impact a child's behavior, learning, and overall well-being. However, many educators, particularly those teaching in the early grades, lack the necessary training to recognize and effectively respond to these challenges. Consequently, students exhibiting atypical behaviors are often…

This study examines the impact of statewide Restorative Justice (RJ) policy reforms in Michigan and Texas on student disciplinary outcomes and behavior, in light of increasing concerns over the negative effects of zero-tolerance policies. As schools move away from exclusionary discipline practices, this research focuses on three primary questions:…

At the onset of the COVID-19 pandemic, schools across the United States transitioned to some form of emergency remote instruction. Preliminary research suggests that special education services may have been disjointed and many caregivers assumed a primary role in service provision during emergency remote instruction. To extend this work with a…

Teachers are at the forefront of identifying internalizing and externalizing behavioral symptoms in children; however, there are disparities in how these behaviors are addressed in the classroom, particularly in relation to disciplinary disparities. This study examined whether teacher education students, when presented with differing behaviors,…

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to…

The present study used the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) to examine the bidirectionality and co-occurrence between math achievement and behavioral outcomes of upper elementary school students. We analyzed the cross-lagged relations across four groups of students who had different initiating statuses…

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four…

Teacher-Student Relationships (TSRs) contribute to a wide range of positive outcomes for K-12 students. However, many practitioners struggle to build positive relationships with students with challenging behaviors. In this article, we describe how TSR interventions can be structured using an established and common framework: Multi-Tiered Systems…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers'…

The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability…

There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers' decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93%…