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We conclude with a discussion of future directions that include models of prevention, ecological validity of assessment procedures and the widespread use of comprehensive behavioural support programmes.

The Peacock Hill Working Group (PHWG) published a seminal position article nearly 30 years ago on the state of the field of special education for children with emotional and behavioral disorders (EBD). They concluded their discussion with a set of recommendations for practice, policy, and research. The purpose of the present article is to revisit the PHWG’s calls to the field with an emphasis on setting a research agenda related to children and youth with EBD. As a follow-up to the problems and promises identified by the PHWG, we identify progress and priorities for each of their six calls for research to improve outcomes for students with EBD. We address the broader context underlying each recommendation and how it has changed over time, describe research progress to date, and identify priorities to move the field forward. The overarching goal of this article is to inform and help shape the next phase of research on EBD, which in turn will advance the implementation and scale-up of effective programs and practices to better meet the needs of students with EBD in schools.

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