emotionally disturbed children

Retelling the past using new technologies: a case Study into the digitization of social work heritage material and the creation of a virtual exhibition

Article explains the rationale for the digitization of social work heritage material and the virtualization of an archived nondigital museum exhibit constructed by a Scottish Museum of Social Work.

The project involved the “virtualization” of an existing social work museum exhibition on the migration of “Home Children” from Scotland to Canada in the late 19th and early 20th century and the digital preservation of historical assets (both text and images) held by the contemporary social care organization involved in the migration of the children.

Young children with experience of armed conflict

One review investigated provision for young children, in or near their country of origin, who had direct experience of armed conflict.These findings will also be of interest to schools with refugee children. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

Supporting pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. The findings are taken from a systematic review of research to assess what is known about the effectiveness of different strategies relevant to supporting children with EBD in mainstream primary classrooms. The aim is to facilitate teaching and learning for all pupils.The review is based on studies published up to 1999. A subsequent review searched the literature from 1999 to 2002, but found no conclusive results. This topic is included in the EPPI-Centre knowledge library.

Supporting pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools: a systematic review of recent research on strategy effectiveness (1999 to 2002)

Many different strategies for teachers to support children have been advocated. This review considers which of these strategies are effective, for whom, and in what circumstances. It also aims to identify way to support trainee teachers to use such strategies. It updates an earlier review on this topic and focuses in depth on strategies evaluated in the UK. This systematic review was published by EPPI-Centre in 2003.

Support for pupils with emotional and behavioural difficulties (EBD) in mainstream primary school classrooms: a systematic review of the effectiveness of interventions

Supporting children who are deemed to have 'emotional or behavioural difficulties' (EBD) or 'social, emotional and behavioural difficulties' (SEBD) within mainstream classrooms raises interesting issues for the intersection of behaviour management policies, inclusive schooling and the drive for raising academic standards. This review assesses the effectiveness of different strategies for supporting children with EBD in mainstream primary classrooms in ways that facilitate teaching and learning for all children. This systematic review was published by EPPI-Centre in 2003.