Elementary day and residential schools for children with emotional and behavioral disorders: Characteristics of educators and students
Date
2006
Authors
Gagnon, Joseph Calvin
Leone, Peter E.
Journal Title
Journal ISSN
Volume Title
Publisher
Education and Treatment of Children
Abstract
This national study describes students, teachers, and principals in elementary day treatment and residential schools for students with emotional and behavioral disorders (EBD). A survey was mailed to a random sample of 480 teachers and principals from elementary-level public and private day treatment and residential schools. A total of 271 (56.5%) principals and 229 (47.7%) teachers responded. Teachers and principals reported education and certification generally consistent with professionals in public schools. Also, most teachers and principals had been at their current school five yeas or less. Students were involved with foster care and juvenile corrections at higher rates than youth in the general population. Students also commonly returned to less restrictive settings upon exit. Results and implications are discussed.
Description
Keywords
Emotional disturbance, Behavioral disorder, Teacher characteristics, Student characteristics, Principal characteristics
Citation
Gagnon, J. C., & Leone, P. E. (2006). Elementary day and residential schools for children with emotional and behavioral disorders: Characteristics of educators and students. Education and Treatment of Children, 29(1), 51-78.