EMOTIONAL AND BEHAVIOURAL DIFFICULTIES

‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system

Turning points in a qualitatively different social space: young adults’ reflections of alternative provision

ADHD symptoms and the teacher–student relationship: a systematic literature review

In search of a middle ground: the dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder

A big part of education also: A mixed-methods evaluation of a social and emotional learning (SEL) course for pre-service teachers

Adolescent experiences of living with a diagnosis of ADHD: a systematic review and thematic synthesis

Pupils’ views on mainstream reintegration from alternative provision: a Q methodological study

The role of flexible learning programs in enabling behavioural engagement

Diagnoses and their instructional implications-children’s agency and participation in school activities

The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school

Attachment and sensitivity among parents with ADHD – a multiple-case study

‘Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience’

Supporting the transition from Primary to Secondary school for pupils with social, emotional and behavioural needs: a focus on the socio-emotional aspects of transfer for an adolescent boy

Teaching and learning in the special education setting: agency of the diagnosed child

A systematic literature review exploring the factors identified by children and young people with behavioural, emotional and social difficulties as influential on their experiences of education

Boys’ socialisation and agency in a Swedish special educational needs unit

ADHD as a classroom diagnosis. An exploratory study of teachers’ strategies for addressing ‘ADHD classroom behaviour’

Editorial

Editorial

The premise, promise and disillusion of the ADHD categorisation – family narrative about the child’s broken school trajectory

The effects of teaching self-determination skills on the externalizing behaviors of students with emotional behavioral disorders

A real-world application of Social Stories as an intervention for children with communication and behaviour difficulties

Editorial

Is a good Teaching Assistant one who ‘knows their place’?

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’

Becoming comfortable with chaos: making collaborative multi-agency working work

The consequences of ADHD diagnosis: integrating scaffolding and perezhivanie to redesign pedagogy for ADHD-diagnosed children