Breaking Barriers: Improving Learning Outcomes for Students with Social, Emotional, and Behavioral Difficulties
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 30 April 2025 | Viewed by 72
Special Issue Editors
Interests: multi-tiered system of support; positive behavior support; school reform; school leadership; inclusive education; educational equity; school climate
Interests: individual and family outcomes of early childhood education (e.g., family quality of life); family–professional partnership; evidence-based practice for children with autism; positive behavior support for children and families with diverse cultural and linguistic backgrounds; inclusive education research and practices; disability policy
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Students with social, emotional, and behavioral difficulties face numerous challenges in their learning. These difficulties are also related to the overall school climate, including the dynamics of student–teacher relationships and the well-being of teachers. Disruptive behavior in the classroom can cause heightened stress for both teachers and students, and impede the progress of lessons and learning goals. Students with these difficulties may also experience internalized issues such as anxiety or withdrawal, putting them at a higher risk of academic struggles and dropping out.
Although previous research shows the impacts of various prevention/support approaches on social emotional skills, behavior, and academic outcomes, the prevalence of these difficulties has also been on the rise. This has raised concerns among educators, parents, and policymakers about how to effectively support these students to achieve their full potential. As a result, there has been a growing interest in understanding and addressing the barriers that prevent these students from thriving in the school environment.
The purpose of this Special Issue is to provide a platform for researchers and practitioners to share their empirical study findings, perspectives, and innovative approaches to improving learning outcomes for students facing social, emotional, and behavioral challenges. This Special Issue seeks to explore and discuss the current barriers, effective prevention/intervention strategies, and potential developments in this critical area of research. Research areas may include (but are not limited to) the following themes:
- The effectiveness of various interventions and support systems on academic and/or behavioral outcomes for students with social, emotional, and behavioral difficulties;
- Collaborative approaches between school and mental health professionals;
- Cultural context and its influence on the manifestation and support of social, emotional, and behavioral difficulties;
- Inclusive education for students with social, emotional, and behavioral difficulties;
- School-wide systems for preventing and supporting social, emotional, and behavioral problems;
- Integration of behavioral, SEL, and academic supports;
- Teacher self-efficacy and resilience in addressing social, emotional, and behavioral challenges.
Dr. Jeong Hoon Choi
Dr. Mian Wang
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- social and emotional learning
- positive behavior support
- mental health
- behavior management
- inclusion
- teacher self-efficacy
- teacher resilience
- school system change
- school leadership
- school climate
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.
Further information on MDPI's Special Issue polices can be found here.
