Autistic children show higher rates of co-occurring emotional and behavioural difficulties compared to other children in the general population. However, the environmental factors which contribute to the development of emotional (internalising) and behavioural (externalising) difficulties in autistic individuals are poorly understood. This study…

Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years.…

According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi-agency approach to reduce rates of emotionally based school non-attendance. The Research and Development in Organisations model provided a structure for the action research…

There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil…

Objective: This review summarizes evidence pertaining to the impact of the COVID-19 pandemic on the psychological health of children and adolescents with autism spectrum disorder (ASD). Materials and Methods: An electronic search was conducted using four major databases--PubMed, ScienceDirect, Web of Science, and Google Scholar. Using an umbrella…

We examined the pathway from grandparental childcare support at age 3 to child social and emotional outcomes at age 7 through maternal mental health and mother-child relationship at age 3 in a sample of n = 1495 biological mothers and their children from the UK's Millennium Cohort Study. Structural equation modelling showed that time spent in the…

Emotional and behavioural problems occur more commonly in children with Autism Spectrum Disorder (ASD) compared to other children. Few studies have focused on these problems in children with ASD attending mainstream schools. We assessed via parent report the emotional and behavioural problems in 160 children aged 4-17 years with ASD attending…

Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to…

Background: In children, internalizing and externalizing problems impact on learning. However, there is limited research on the specific impact of such problems on spatial working memory (SWM), strongly related to cognitive ability and children's learning. Aims: We explored distinct trajectories of internalizing problems and externalizing problems…

The Me and My School Questionnaire (M&MS) is a brief self-report measure of elementary school students' (ages 8-12) social, emotional, and behavioral challenges. As there is a need for brief self-report screening measures for students in elementary, or primary, school, this study examined the factor structure and measurement invariance of the…

Background: Friendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition…

The Me and My School Questionnaire (M&MS) is a brief self-report measure of elementary school students' (ages 8-12) social, emotional, and behavioral challenges. As there is a need for brief self-report screening measures for students in elementary, or primary, school, this study examined the factor structure and measurement invariance of the…

Purpose: This study evaluated the pathways between developmental language disorder (DLD), psychosocial risk factors, and the development of emotional difficulties from ages 3 to 11 years within the Millennium Cohort Study. Method: A total of 14,494 singletons (49.4% female) from the Millennium Cohort Study were evaluated within this study. Risk of…

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research…

Objectives: Behavioral and emotional problems exhibited by children with intellectual and developmental disabilities (IDD) have been identified as significant stressors for family members in both cross-sectional and longitudinal research. However, there is variability in the extent to which family members are affected by behavioral and emotional…