Academic Achievement of Students withEmotional and Behavioural Disorders:A Review of the Research

Abstract

Although students with emotional and behavioural disorders often have academic defi cits, the interventions provided for these students usually focus on their behaviour. The result may be that the academic needs of this population are neglected and possibly increase due to neglect. While the research is inconclusive, it suggests that there may be a reciprocal relationship between poor academic achievement and problem behaviour. Without early and effective intervention, students with emotional and behaviour disabilities (EBD) are likely to be at risk for poor academic as well as psychosocial outcomes. The purpose of this review is threefold: (a) to review the recent research on the academic achievement, particularly reading achievement, of students with EBD; (b) to describe the current classroom instruction provided to students with EBD; and (c) to review the research on what constitutes effective instructional practice for this population. The paper closes with recommendations for future research.

Impact of School‐Based Child‐Centered Play Therapy on Academic Achievement, Self‐Concept, and Teacher‐Child Relationships

“…However, attempting to measure efficacy of academic achievement with emotional heath within the school system is a concept rarely explored. Contemporary studies and reports (Carlson, Sroufe, Collins, Jimerson, Weinfield, Hennighausen, et al;de Lugt 2007;Elias 2004;Elias, Zins, Graczyk & Weissberg 2003;Greenberg, Weissberg, O'Brien, Zins, Fredericks, Resnik, et al;Romasz, Kantor, & Elias 2004;Zins, Bloodworth, Weissberg, Walberg 2004;Zins & Elias 2006) note the importance of emotional learning for future academic success. Carlson et al (1999) utilized longitudinal data to discover if early social and emotional support in elementary school students could predict ease of adjustment to high school.…”

“…In a review of current research, De Lugt (2007) investigated studies of academic achievement of students with emotional and behavioral disorders. De Lugt (2007) explored reading achievement with children with emotional or behavioral problems. She reviewed studies that investigated reading achievement of students with emotional and behavioral disorders.…”

“…She also determined that the discrepancy between peers of students with emotional difficulties compared with students who demonstrated less emotional problems only increased as they progressed in school. De Lugt (2007) concluded that a strong relationship between achievement and behavior exists, while she also found that poor academic achievement led to behavior problems. Romasz, Kantor, & Elias (2004) provided evaluation of a social-emotional learning program.…”

“…In an attempt to further highlight the relationship between emotional health and academic achievement, several studies and a recent review of literature found a connection between children with emotional and behavioral problems and poor academic achievement (Carlson et al 1999;& de Lugt 2007). In an attempt to include school curriculum that helps foster emotional growth, Romasz et al (2004) described the implementation of social-emotional school programs.…”

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

“…Other terms, such as Emotional and Behavioural Difficulties and Social, Emotional, and Mental Health difficulties, may have been used in the literature. Adolescents with social, emotional, and behavioural difficulties often experience poorer social relationships, functional impairments, and poor educational outcomes (De Lugt, 2007;Farmer et al, 2013;Veldman et al, 2014). They may experience difficulties at various milestones of their school life, including school transitions.…”