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European Journal of Special Needs Education Volume 25, 2010 - Issue 2
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Articles

Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties

Carmel Cefai Department of Psychology, University of Malta, MaltaCorrespondence[email protected]
&
Paul Cooper School of Psychology, University of Leicester, Leicester, UK
Pages 183-198 | Received 09 Jun 2009, Accepted 01 Sep 2009, Published online: 03 Jun 2010

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Rachel Spiteri, Mollie Rose O’Riordan, Carmel Cefai, Grainne Hickey & Stephen Smith. (2023) Early school leaving and trauma-based education: a study in four European countries. Pastoral Care in Education 41:1, pages 26-41.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2022) Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties 27:1, pages 58-71.
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Anke de Boer & Sanne Kuijper. (2021) Students’ voices about the extra educational support they receive in regular education. European Journal of Special Needs Education 36:4, pages 625-641.
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Laura Hickinbotham & Anita Soni. (2021) A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH). Emotional and Behavioural Difficulties 26:2, pages 135-150.
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Minna Kyttälä, Hanna-Maija Sinkkonen & Kristi Kõiv. (2021) Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia. International Journal of School & Educational Psychology 9:1, pages 42-54.
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Justin D. Garwood & Christopher L. Van Loan. (2019) Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties. International Journal of Inclusive Education 23:12, pages 1332-1347.
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Pandelitsa Cosma & Anita Soni. (2019) A systematic literature review exploring the factors identified by children and young people with behavioural, emotional and social difficulties as influential on their experiences of education. Emotional and Behavioural Difficulties 24:4, pages 421-435.
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Eleni Dimitrellou & Jane Hurry. (2019) School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education 34:3, pages 312-326.
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Marie Caslin. (2019) ‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. Emotional and Behavioural Difficulties 24:2, pages 167-180.
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Paul Montuoro & Ramon Lewis. (2018) Personal responsibility and behavioral disengagement in innocent bystanders during classroom management events: The moderating effect of teacher aggressive tendencies. The Journal of Educational Research 111:4, pages 439-445.
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Anastasia Vlachou & Ioanna Papananou. (2018) Experiences and Perspectives of Greek Higher Education Students with Disabilities. Educational Research 60:2, pages 206-221.
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R. R. de Leeuw, A. A. de Boer & A. E. M. G. Minnaert. (2018) Student voices on social exclusion in general primary schools. European Journal of Special Needs Education 33:2, pages 166-186.
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Carmel Cefai & Sue Anne Spiteri Pizzuto. (2017) Listening to the voices of young children in a nurture class. Emotional and Behavioural Difficulties 22:3, pages 248-260.
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Emma L Sheffield & Gavin Morgan. (2017) The perceptions and experiences of young people with a BESD/SEMH classification. Educational Psychology in Practice 33:1, pages 50-64.
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Eva Brown Hajdukova, Garry Hornby & Penni Cushman. (2016) Bullying experiences of students with social, emotional and behavioural difficulties (SEBD). Educational Review 68:2, pages 207-221.
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David Armstrong, Deborah Price & Tim Crowley. (2015) Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties. Emotional and Behavioural Difficulties 20:4, pages 381-397.
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Tobias Buchner, Fiona Smyth, Gottfried Biewer, Michael Shevlin, Miguel A.V. Ferreira, Mario Toboso Martín, Susana Rodríguez Díaz, Jan Šiška, Camille Latimier & Šárka Káňová. (2015) Paving the way through mainstream education: the interplay of families, schools and disabled students. Research Papers in Education 30:4, pages 411-426.
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Carmel Cefai & Liberato Camilleri. (2015) A healthy start: promoting mental health and well-being in the early primary school years. Emotional and Behavioural Difficulties 20:2, pages 133-152.
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Wendy Cunnah. (2015) Disabled students: identity, inclusion and work-based placements. Disability & Society 30:2, pages 213-226.
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Anastasia Vlachou & Ioanna Papananou. (2015) Disabled students’ narratives about their schooling experiences. Disability & Society 30:1, pages 73-86.
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Carmel Cefai, Erika Ferrario, Valeria Cavioni, Audrey Carter & Tracy Grech. (2014) Circle time for social and emotional learning in primary school. Pastoral Care in Education 32:2, pages 116-130.
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Siobhan Michael & Norah Frederickson. (2013) Improving pupil referral unit outcomes: pupil perspectives. Emotional and Behavioural Difficulties 18:4, pages 407-422.
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Elaine Bowes, Sue McAndrew & Donna Peach. The lived experiences of pastoral staff employed in social, emotional, and mental health (SEMH) secondary schools: a narrative exploration. Pastoral Care in Education 0:0, pages 1-20.
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