Abstract
Background: Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective: This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method: Qualitative research was employed to consider this topic across included special issue articles. Conclusion: A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.
Highlights
Children with Emotional and Behavioral Disorders (EBD) need to be a part of a support system that provides strong bridges between home and school, which can provide a system of support across multiple domains [1, 2]
Teacher educators, special education para-educators, student teachers, social workers, psychologists, and guidance counsellors may all benefit from research focusing on family and school relationships pertaining to this student population
This journal special issue includes a set of 7 journal articles on this topic from different academic fields, which coalesce with a focus on family and school interactions and a qualitative research perspective and/or consideration of ways in which the qualitative methodology might further support the literature in this area
Summary
Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially
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