Innovative Approaches to Support the Learning and Behavior of Students with Emotional and Behavioral Disabilities

Dear Colleagues,

Teaching is challenging, and the complexity of the daily challenges that teachers face has only increased in recent years. Teachers of students with emotional and behavioral disabilities are often faced with the additional responsibility of managing disruptive behavior and creating and ensuring a safe and supportive learning environment for all students, as well as providing appropriate academic, social, and behavioral interventions to help these students succeed.

Given this backdrop, we invite researchers, educators, and practitioners to contribute to a Special Issue dedicated to exploring innovative strategies and interventions aimed at enhancing the learning and behavior of students with emotional and behavioral disorders (EBD). This Special Issue seeks to showcase “out-of-the-box” approaches, strategies, and classroom practices that contribute to the learning and social and emotional well-being of students with emotional and behavioral disabilities. Classroom-based interventions, as well as practitioner-based research, are highly encouraged.

In this Special Issue, original research articles utilizing a variety of research methodologies, as well as literature reviews, are welcome. Research areas may include (but are not limited to) the following:

• The use of technology, apps, digital platforms, educational technology, etc. for supporting the social/emotional needs and learning needs of students with emotional/behavior disorders;
• Technology-based interventions;
• Collaborative approaches involving parents, educators, and mental health professionals;
• Interventions and strategies for students with anxiety and anxiety disorders (i.e., calming techniques, stress-reduction techniques);
• Strategies to enhance student mental health and well-being;
• Assessment tools and methodologies;
• Classroom interventions for emotional and behavioral support;
• Teacher training and professional development programs;
• Interventions for emotional/behavioral support in online learning environments.

I look forward to receiving your contributions.

Dr. Erika Pinter
Guest Editor

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.

• emotional and behavioral disabilities
• special education
• classroom interventions
• social/emotional learning