A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders…

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD).…

In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also…

In recent years, there has been a growing social, educational, and public policy focus on investigating the correlates associated with youth carrying weapons in their communities and schools. Victimization and other correlates such as drug use and violent risk behaviors among youth have been linked to deviant behavior including weapon carrying.…

Background: The majority of youth with mental health needs do not receive therapy services to treat their disorder, and unmet need is particularly high among racial and ethnic minorities and economically disadvantaged families in the population at large. Investigating whether these patterns emerge within systems of care can reveal opportunities to…

School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the…

African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines…

Children and youth with mental health issues and learning difficulties are common in the juvenile justice system and finding ways to effectively rehabilitate, treat, and educate them is complicated, yet imperative. In this article, we examine the prevalence rates of mental health disorders in youth involved in the juvenile justice system, discuss…

Objective: To examine the influence of conduct disorder (CD) on substance use initiation. Method: Community adolescents without CD (n = 1,165, mean baseline age = 14.6 years), with CD (n = 194, mean baseline age = 15.3 years), and youth with CD recruited from treatment (n = 268, mean baseline age = 15.7 years) were prospectively followed and…

This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding disproportionality in special education and the need for federal policy driving state regulations to support efforts to eliminate this outcome in schools. CCBD is committed to advancing knowledge, effective instruction, and advocacy…

The Strengths and Difficulties Questionnaire (SDQ) is one of the most commonly used instruments for screening psychopathology in children and adolescents. This study evaluated the hypothesized five-factor structure of the SDQ and examined its convergent validity against comprehensive clinical diagnostic assessments. Data were derived from the…

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…

Background: Intellectually disabled offenders may have different characteristics than offenders with average intellectual functioning. We therefore compared pre-trial reported defendants with an IQ score =70, 71-84 and =85 points. Methods: Nationwide database of pre-trial psychiatric reports requested by Dutch courts between 2000 and 2006 with a…

Disciplinary exclusion practices are on the rise nationally, as are concerns about their disproportionate use and lack of effectiveness. This study used data from the Special Education Elementary Longitudinal Study to examine patterns and predictors of disciplinary exclusion over time. Students with emotional/behavioral disorders were most likely…

This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c)…