Identifying factors buffering the bidirectional relationship between bullying victimization and perpetration is crucial in informing interventions to protect students from cycling between being bullied and bullying others. Nevertheless, that bidirectional relationship and its buffering factors have been underexamined among children. As a potential…

The current study used latent profile analysis to find subgroups of youth based on bullying participant roles and then compared subgroups on the five bystander intervention steps (Notice, Interpret as an emergency, Accept Responsibility, Know how to Intervene, and Act). The sample included 641 fourth-eighth grade students (44.6% boys) who…

Students with mental health difficulties are at increased risk for victimization, and this risk may be exacerbated during the transition to middle school, when there is an increase in bullying behaviors. Through a social-ecological lens, the present study investigated how internalizing and externalizing problems in the fall of fifth grade were…

Trauma-informed practices are gaining momentum in educational settings. This growth is in part due to the knowledge we are learning about childhood trauma and how it impacts children well into adulthood. The more we know about the impact of childhood trauma, the more crucial it is for schools to utilize trauma-informed practices. The purpose of…

This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school…

This highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for…

The purpose of this qualitative descriptive study was to explore the problem of how classroom teachers of grades 1-5 described their experiences with school-based SEL interventions to identify potential links between students' content knowledge learned through school-based SEL interventions and students' aggressive and antisocial classroom…

Classroom disturbances impair the quality of teaching and learning, and they can be a source of strain for both teachers and students. Some studies indicate, however, that not everyone involved gets equally disturbed by the same occurrences. Altogether, there is still little solid knowledge about the teachers' and the students' subjective…

Immigrant boys show higher rates of antisocial behaviour. However, results of previous studies showed some contradictory findings in terms of intercultural differences in antisocial behaviour. In our study, we used an intercultural comparison of antisocial behaviour based on two different definitions of migration status (nationality vs. migration…

Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals'…

This study investigated the effectiveness of conjoint behavioral consultation (CBC) for addressing externalizing behavior concerns in African American children at home and school in a low-socioeconomic status (SES), urban setting. A small-n, multiple-baseline design was employed across participants. Three of the six caregivers were unable to…

While school lunch has the potential to be a time for students to develop appropriate social skills, most cafeterias are rife with disruptive and aggressive behavior. Lunch monitors struggle to effectively manage the many students eating lunch and yet few evidence-based cafeteria interventions exist. The purpose of this study was to implement and…

Children of late elementary school age (fifth grade) provide evidence that many do not feel safe in their schools. The purpose of this study was to examine how children express their experiences of feeling unsafe in school. Questions guiding the study were What percentage of children in this sample report feeling unsafe at school? What are the…

Including children with Autism Spectrum Disorders (ASD) in inclusive classroom settings has become more prevalent with the intention of enhancing academic and social development. However, little is known about how these children are faring. This study examined the social networks of children with ASD who spent more than 50 percent of their school…

Background: The development of socially appropriate behaviour is increasingly seen as an important part of a student's education. Aim: To examine whether changes in a student's behaviour, as part of an ongoing social empathy intervention, can in part be explained by the difference between the student's self-perception of their behaviour and their…