Abstract
Effective middle schools are secure places. One of the most evident qualities of the social-emotional climate is that students feel safe in school—safe not only from physical harm but also from psychological and emoti nal harm and abus . (Johnston & Ramos de Perez, 1992, p.24) Students with emotional and behavior disorders need a secure envi ronment that is conducive to learning. The environment has a direct effect on all students, but students with spe cial needs are more vulnerable to the environment than most regular education students. Establishing a secure environment can have a direct bearing on how the stu dents behave in class. According to Gallagher (1994), A good or bad environment promotes good or bad memo ries, which inspire a good or bad mood, which inclines us toward good or bad behavior. We needn't even be con sciously aware of a pleasant or unpleasant environmental stimulus for it to shape our state (p. 132). The challenge is to develop an environment that is secure and invites learning for both regular education students and stu dents with special emotional and behavioral needs. How do schools provide this environment? The program for students with emotional or behav ioral disorders (EBDs) at Northdale Middle School has a number of features which are designed to promote a secure, inviting environment that meets the emotional and psychological needs of its students. These features are:
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