Increased levels of burnout have been demonstrated for teachers and special education teachers (SETs) over the 20 past years. Since 1984, Maslach, Jackson and Leiter provided a framework for conceptualising burnout within three dimensions (emotional exhaustion, depersonalisation, personal accomplishment). This study aimed to verify the hypothesis that a reform implementation influences the three dimensions of the burnout among SETs in Switzerland. In order to meet the objective of the study, a cross-sectional research was conducted over two measurements times-before and after the entry into force of the reform-using the Maslach Burnout Inventory. The sample included 345 SETs for a response rate of 61.9% (T1 = 169; T2 = 176). Results show three essential outcomes: SETs show low levels of emotional exhaustion and depersonalisation but a level of personal achievement in the zone at risk. The reform implementation has not influenced the perceived health at work in the sample. SETs assess generally their health in a positive manner.

Numerous studies have shown that youth with behavioral disorders (BD) present an increased risk for developing severe and persistent antisocial behaviors in adulthood. Retrospective research notes that not all children and adolescents follow a negative trajectory and explains this heterogeneity in particular by the severity of CU traits. Our study examines how these traits affect the functioning of children and adolescents with BD. Method: A systematic literature review conducted through various databases and using different keywords made it possible to analyze 52 studies published from 2015 to 2020 that measured the bidirectional effects of CU traits on the functioning of young. Results: Out of the 52 studies, 47 analyzed links between CU traits and neurobiological or mental health, 20 examined family and school contexts, eight focused on social adjustment, 10 on social interactions and 19 measured links with cognitive functioning, especially executive functions. Conclusion: Consistent with previous recommendations in the field, our findings emphasize the importance of assessing the presence of UC traits in early childhood to prevent the emergence of comorbid disorders and to target multimodal (early) interventions to influence the life trajectories of youth with high CU traits.

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Individuals with special education needs have been particularly affected by the COVID-19 pandemic as they have been shown to be at high risk of losing medical and institutional support at a time when people are being asked to stay isolated, suffering increased anxiety and depression as a consequence. Their families have often found themselves under tremendous pressure to provide support, engendering financial hardship, and physical and emotional strains. In such times, it is vital that international collaborations assess the impact on the individuals and their families, affording the opportunity to make national and international comparisons of how people have coped and what needs to be done to optimize the measures taken by families, associations and governments. This paper introduces one such collaboration.

Background: Current data show an increase in stress among youth since the COVID-19 pandemic, raising the question of the measures to be put in place to limit it. Aim: The aim of this study is to measure the prevalence of burnout and the different risk and protective factors of burnout among students and to compare the mean scores obtained with those collected in a similar sample in 2014. Method: Perceived health, school burnout, and the different risk and protective factors among students were measured by self-reported questionnaires among a sample of 184 students (11–13 years old). Results: The results indicate significantly higher burnout scores than in 2014. Different variables were predictive of school burnout: 1. At the individual level, a low academic achievement in mathematics, somatic symptoms, and the expressed stress; 2. At the interpersonal level, lack of support from peers, teachers, and parents and a negative classroom climate; 3. At the pandemic level, the increased workload related to the consequences of COVID-19. The factors with the greatest impact are confidence in the future, perceived stress, parental supports, and mathematics results. Conclusions: An intervention program targeting these four factors among burned out students would be relevant to set up in order to reduce its prevalence.