Citations (12)
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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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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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Joan Gaynor Mowat. (2019) Supporting the transition from Primary to Secondary school for pupils with social, emotional and behavioural needs: a focus on the socio-emotional aspects of transfer for an adolescent boy. Emotional and Behavioural Difficulties 24:1, pages 50-69.
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Jo Rose, Alex Stanforth, Gwen Gilmore & Jill Bevan-Brown. (2018) “You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools. Emotional and Behavioural Difficulties 23:3, pages 270-283.
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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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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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Articles from other publishers (5)
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Haruo Fujino & Norika Sato. (2022) Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study. Humanities and Social Sciences Communications 9:1.
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Manon Beaudoin, Marie-France Nadeau & Anne Lessard. (2021) Les caractéristiques comportementales jouent-elles un rôle modérateur sur les interactions en classe perçues par les élèves et leur sentiment d’efficacité personnelle ?. Revue des sciences de l’éducation 47:1, pages 53-79.
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Tina Hellblom-Thibblin, Gunilla Sandberg & Anders Garpelin. 2017. Pedagogies of Educational Transitions. Pedagogies of Educational Transitions
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Tina Hellblom-Thibblin & Helen Marwick. 2017. Pedagogies of Educational Transitions. Pedagogies of Educational Transitions
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