Bias influencing teachers' classroom management is increasingly clear, but the circumstances that influence the likelihood of relying on those biases are less understood. This study employed Classification and Regression Tree (CART) analysis, resulting in four models examining how teachers' appraisals of first-grade students' externalizing problem…

Young children's experience of positive, close relationships with their early care and education (ECE) teachers provides a critical foundation for their well-being and learning in ECE settings. Teacher-child relationships (TCRs) characterized by closeness and low conflict are associated with positive child behavior, strong learning gains, and…

Examining self-reported problems of students receiving school mental health (SMH) services holds promise for informing strategies across all tiers of school support. However, no prior research has investigated students' self-reported needs. The current study coded open-ended youth problem statements (N = 1212) from a diverse sample of 455 students…

This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health (n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that…

The aim of this study is to determine the opinions of primary school teachers about the problem behaviors and speech and language difficulties they encounter in their students based on their experiences and to reveal their needs for these issues. A basic qualitative research design, also known as basic interpretive qualitative research or…

When students misbehave, understanding the problem behind their actions can make all the difference in the effectiveness of teacher response. Teachers and students sometimes view the same behaviors differently. When students break school rules, teachers consider the behavior a problem. But for the student, that behavior is often a solution to some…

Teachers who work with students who display challenging behaviors need to implement interventions to support them in the classroom. A daily behavior report card (DBRC) is one intervention that research suggests can reduce challenging behaviors and replace them with more socially appropriate behaviors. With step-by-step instructions, this column…

Pupils' lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This…

The purpose of this study was to provide a measurement of the relationship between implementing Restorative Practices and Office Referrals. The background of this study was primarily rooted in the researcher's role in discipline and the restorative practices training the researcher was involved in. This training subsequently became the primary…

This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (M[subscript age] = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse…

Conjoint Behavioral Consultation is an empirically supported model of service delivery that emphasizes family-school partnerships where caregivers and educators collaborate to support student goals across home and school settings. Amid an evolving educational landscape, including increasing numbers of online learners, applications for technology…

Coping with problem behaviour depends on teachers' perspectives of classroom management strategies, which can be regarded as discipline models teachers implement in the class. How teachers avoid problem behaviours or their strategies and techniques to deal with them may reveal teachers' understanding of discipline. To understand prospective…

This article concerns what have been variously called mild misbehaviours, minor distractions or emerging conflicts, i.e. situations of mild tension between the teacher and pupils in the classroom. The article responds to calls for further studies on the link between how teachers understand these emerging conflicts and the strategies they suggest…

This research study investigated the impact of implementing a Positive Behavior Interventions and Supports (PBIS) bus framework on student behavior. Pre and post-implementation data were collected from an elementary school (K-4) in a large suburban school district on Long Island. The school has been implementing PBIS school-wide but not a…

There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher-related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary…