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School Attendance, the Impact of Behavior on Grades, and School FailureTemplate

Introduction | Internet Resources | Obtaining Full Text of Materials Cited in ERIC | ERIC Databases: Selected Records


Keeping students engaged in, and attending school can be a challenge particularly for vulnerable students. However, research on school attendance consistently shows that low absenteeism is correlated to students' positive school behavior, participation in extracurricular activities, higher grades, and better long term educational outcomes. Anecdotal information suggests that most students want to enjoy school, participate fully, and do well in their coursework. When students start to slip and miss school it is a "red flag" that something is wrong. Chronic absenteeism could be related to a constellation of issues and should receive prompt and persistent attention from school faculty until the concerns have been resolved and the student has an educational plan in place that will move her or him along successfully. We hope that the information we've provided on school attendance, behavior and grades, and school failure will be helpful for your questions and school programming.


Internet Resources

Helping Middle School Students Make the Transition Into High School

Effective Schooling Practices and At-Risk Youth: What the Research Shows

If an Adolescent Begins to Fail in School, What Can Parents and Teachers Do?

New Approaches to Truancy Prevention in Urban Schools. ERIC Digest

Students' Peer Groups in High School: The Pattern and Relationship to Educational Outcomes

Student Effort and Educational Progress

Student Absenteeism

Truancy Reduction: Keeping Students in School

Truancy has been clearly identified as one of the early warning signs that youth are headed for potential delinquent activity, social isolation, and/or educational failure.

Truancy: First Step to a Lifetime of Problems Chronic absenteeism is the most powerful predictor of delinquent behavior.

Violence and Discipline Problems in U.S. Public Schools: 1996-97
Executive Summary

Intervention Central

Intervention Central offers free tools and resources to help school staff and parents promote positive classroom behaviors and foster effective learning for all children

11 Techniques for Better Classroom Discipline

Reducing the Dropout Rate

School Dropout Prevention: Information and Strategies for Educators

The Middle Grades -- Helping Your Child through Early Adolescence


Engaging Schools:Fostering High School Students' Motivation to Learn



ERIC DOCUMENTS (Citations identified by an ED number) will include availability information. Many are available in microfiche form at libraries or other institutions housing ERIC Resource Collections worldwide. Documents are also available selectively in a variety of formats (including microfiche, paper copy, or electronic) from the ERIC Document Reproduction Service for a fee through July 31, 2004. The ERIC system reorganization requires EDRS to close. The new ERIC Web site is scheduled to open September 1, 2004. Information on the new ERIC system can be found online.

E*Subscribe Until the end of June, 2004, those marked as available through E*Subscribe can be obtained full text by using the university account, going to the web page.

ERIC JOURNALS (Citations identified by an EJ number) are available in your local library or via interlibrary loan services, from the originating journal publisher, or for a fee from the following article reproduction vendor, Ingenta; email:, phone (617) 395-4046, toll-free 1-800-296-2221, web site.

Note: There are a variety of ways to search the ERIC database. We search using the DIALOG CD-ROM. Some elements of the search strategy in this message are specific to DIALOG; however, the terms themselves are applicable when searching ERIC on other CD-ROM products or on the Internet.


ERIC Database: Selected Records

To search the ERIC database for resources on this topic, use this search strategy: descriptors nontraditional education and acceleration (education.) Combine with descriptors educational improvement or excellence in education or identifier Illinois.



EJ671935 PS534153
Title: A Positive Learning Environment Approach to Middle School Instruction.
Author(s) Hester, Peggy; Gable, Robert A.; Manning, M. Lee
Source: Childhood Education, v79 n3 p130-36 Spr 2003
Publication Date: 2003
ISSN: 0009-4056
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles (080); Reports--
Research (143)
Journal Announcement: CIJDEC2003
Examines some common behavior problems in middle schools and explores research-based implications for establishing a positive and supportive learning environment. Discusses the emergent role that school personnel play in promoting positive academic and behavioral outcomes for all students. Presents specific proactive strategies for supporting and maintaining positive student behavior.
EJ649385 PS533139
Title: Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence.
Author(s) Wentzel, Kathryn R.
Source: Child Development, v73 n1 p287-301 Jan-Feb 2002
Publication Date: 2002
ISSN: 0009-3920
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJNOV2002
Examined the utility of parent socialization models for understanding effects of middle school teachers on student adjustment. Found that five teaching dimensions (modeling of motivation, and parenting dimensions of control, maturity demands, democratic communication, and nurturance) predicted student motivation, social behavior, and achievement. High expectations predicted students' goals and interests, and negative feedback predicted poor performance and behavior.
EJ540839 EA533163
Title: An Alternative Program To Improve Student Behavior: The Focus Program.
Author(s) Potter, Les; Bulach, Clete
Source: Thresholds in Education, v22 n4 p14-16 Nov 1996
Publication Date: 1996
ISSN: 0196-9541
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJAUG1997
Describes a South Carolina middle school's efforts to improve student behavior and decrease suspension rates by using a focus-group approach with underachieving seventh graders with behavior problems. Students participated in daily focus-group experiences in which they learned strategies for changing their behavior and improving study skills. Grades and attendance both improved dramatically.
ED375494 EA026196
Title: Chronic Absenteeism: A Community Issue.
Author(s) Kleine, Patricia A.
Pages: 15
Publication Date: April 1994
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Ohio
Journal Announcement: RIEMAR1995
For the past 2 years, a pilot program to reduce student absenteeism has been implemented in a medium-sized city participating in the New Futures Initiative. This paper presents findings of a study that examined the outcomes of the Chronic Absenteeism Pilot (CAP) project. The New Futures Initiative engaged in interagency efforts to provide coordinated, integrated, and student-centered services to chronically absent youth and their families. Data for part 1 of the study were obtained from interviews with 63 key resource persons. Part 2 collected data from interviews with community associates assigned to CAP, the CAP supervisor, a representative sample of CAP students, a matched sample of school attendees, and teachers. Findings showed that despite elaborate interagency agreements, very little was known about potentially collaborative efforts on behalf of chronically absent youth in the city; what was known was seen as controversial and doomed to failure. The program was hampered by basic ideological differences and agendas held by the social service agencies and public schools, substantial power differences among the agencies, and the lack of a legitimate convener to represent stakeholders. In addition, the problem of chronic absenteeism was greater than previously reported. Teachers tended to view CAP students in negative terms. "Attenders" expressed positive attitudes about themselves and their schools; CAP students did not. However, CAP students expressed indifference, rather than hostility, toward their schools.
EJ599977 PS530177
Title: Effects of Crime and Violence in Neighborhoods and Schools on the School Behavior and Performance of Adolescents.
Author(s) Bowen, Natasha K.; Bowen, Gary L.
Source: Journal of Adolescent Research, v14 n3 p319-42 Jul 1999
Publication Date: 1999
ISSN: 0743-5584
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUL2000
Examined students' exposure to neighborhood and school danger and its effects on attendance, school behavior, and grades in a national sample of middle and high school students. Found that males, African Americans, high schoolers, school lunch recipients, and urban students reported higher exposure to environmental danger. Neighborhood and school danger significantly predicted each school outcome, especially attendance and behavior.
ED408012 PS024588
Title: Improving Student Achievement through Behavior Intervention.
Author(s) Berry, Gina; And Others
Pages: 176
Publication Date: May 1996
Notes: Master's Action Research Project, Saint Xavier University and IRI/Skylight. Some pages in the appendices contain filled-in type.
Available from: EDRS Price MF01/PC08 Plus Postage.
Language: English
Document Type: Dissertations/Theses (040); Test/questionnaires (160)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEOCT1997
This report describes a program that was designed to identify and modify disruptive student behavior and improve academic performance. The targeted fifth grade class had been noted for inappropriate behavior and sporadic academic success, with problems documented by teacher observation surveys and self-reporting by students. Probable causes included lack of self-esteem, lack of personal commitment to academic tasks, lack of responsibility, underdeveloped social skills, an inability to set goals, and a lack of completed work (possibly indicating an avoidance of failure). Solutions addressed three main areas of concern: cooperative learning techniques, conflict resolution strategies, and organizational skill development. The emphasis was on identifying individual academic and social skill deficiencies and providing structured activities to strengthen and improve desired skills. As a result of the introduction and frequent use of cooperative learning techniques; the development of organizational skills through the use of assignment notebooks, weekly parent notes and reward times for work completion, goal-setting strategies, and student-selected portfolio materials; and the teaching and practice of conflict resolution strategies, data indicated an increase in academic work output, a decrease in inappropriate behavior, and an increase in a sense of student efficacy and responsibility.
EJ503790 PS523487
Title: The Academic Lives of Neglected, Rejected, Popular, and Controversial Children.
Author(s) Wentzel, Kathryn R.; Asher, Steven R.
Source: Child Development, v66 n3 p754-63 Jun 1995
Publication Date: 1995
ISSN: 0009-3920
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP1995
Obtained peer nominations, teacher reports, and self-reports for 423 sixth and seventh graders. Compared to sociometrically average status students, neglected students reported higher levels of motivation and were described by teachers as being more self-regulated, more prosocial, and better liked. Aggressive-rejected, but not submissive-rejected, children had problematic academic profiles.
EJ574507 SP527066
Title: Variables Associated with Assigning Students to Behavioral Classrooms.
Author(s) Dixon-Floyd, Izola; Johnson, Steve W.
Source: Journal of Educational Research, v91 n2 p123-26 Nov-Dec 1997
Publication Date: 1997
ISSN: 0022-0671
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUN1999
Identified the effects of gender, ethnicity, socioeconomic status (SES), and basic skills performance on grade failure, course failure, scores on the Texas Assessment of Academic Skills, and attendance of middle school students placed in behavioral classrooms. Computerized data from two schools indicated that SES and basic skills performance related to placement of at-risk students in behavioral classrooms.
EJ509205 SO526725
Title: School Delinquency and School Commitment.
Author(s) Jenkins, Patricia H.
Source: Sociology of Education, v68 n3 p221-39 Jul 1995
Publication Date: 1995
ISSN: 0038-0407
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJDEC1995
Target Audience: Researchers; Administrators; Teachers; Practitioners
Reports on a study of the effects of personal characteristics, family involvement, and ability grouping on school participation and commitment. Finds that decreasing levels of school commitment are associated with increasing rates of school crime, misconduct, and nonattendance.
EJ604343 UD522159
Title: Gender, Behavior and Achievement: A Preliminary Study of Pupil Perceptions and Attitudes.
Author(s) Whitelaw, Sarah; Milosevic, Lena; Daniels, Sandra
Source: Gender and Education, v12 n1 p87-113 Mar 2000
Publication Date: March 2000
ISSN: 0954-0253
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2000
Examined high schools students' attitudes toward and perceptions of academic achievement and student behavior, and the relationship between the two, in relation to both gender and age. Student surveys focused on popularity, behavior, effort, mutual support, academic success, and discipline. Results highlighted differences in boys' and girls' attitudes and perceptions and noted changes in students' perceptions and attitudes with age.
ED443065 CG030143
Title: Acting Out and Lighting Up: Understanding the Links among School Misbehavior, Academic Achievement, and Cigarette Use. Monitoring the Future Occasional Paper 46.
Author(s) Bryant, Alison L.; Schulenberg, John; Bachman, Jerald G.; O'Malley, Patrick M.; Johnston, Lloyd D.
Author Affiliation: Michigan Univ., Ann Arbor. Inst. for Social Research.(MVK50925)
Pages: 44
Publication Date: 2000
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Monitoring the Future, Inst. for Social Research, Univ. of Michigan, P.O. Box 1248, Ann Arbor, MI 48106.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Michigan
Journal Announcement: RIEJAN2001
Relations among academic achievement, school bonding, school misbehavior, and cigarette use from eighth to twelfth grade were examined in two national and panel samples of youth from the Monitoring the Future project (N=3,056). A series of competing conceptual models developed a priori was tested using structural equation modeling (SEM). The findings suggest that during middle adolescence the predominant direction of influence is from school experiences to cigarette use. School misbehavior and low academic achievement contribute to increased cigarette use over time both directly and indirectly. Two-group SEM analyses involving two cohorts--gender and ethnicity--revealed that the findings are robust. In addition, comparisons between high school dropouts and non-dropouts and between eighth-grade cigarette use initiators and nonusers revealed few differences in direction or magnitude of effects. Results suggest that prevention programs that attempt to reduce school misbehavior and academic failure, as well as to help students who misbehave and have difficulty in school constructively avoid negative school and health related outcomes, are likely to be effective in reducing adolescent cigarette use. (Contains 5 tables, 2 figures, and 78 references.)
ED435772 UD033173
Title: Decreasing Confrontational Behavior amongst African American Females at an Urban, Non-Traditional Alternative High School.
Author(s) Sigler, Susan
Pages: 74
Publication Date: April 25, 1999
Notes: Ed.D. Dissertation, Nova Southeastern University.
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Dissertations/Theses--Doctoral Dissertations (041)
Geographic Source: U.S.; Florida
Journal Announcement: RIEAPR2000
This applied dissertation was designed to decrease confrontation among African American females at an alternative evening school for high school students who were at least 2 years behind grade level academically. The program involved developing a small group guidance curriculum, creating and videotaping role playing scenarios, arranging for mentoring of middle school students, developing profile sheets, and organizing teacher inservices to encourage and assist the over-aged high school students in using empowering communication in school on a regular basis. Data collection focused on incident referrals and discipline reports, teacher records and grade reports, conflict mediation logs, and data on dropout and attendance rates. Results indicated that confrontational behavior decreased during the months of implementation. Participating in small group guidance sessions enhanced empowering communication and had a positive impact on school climate and academic instruction. The five appendixes contain: the phenomenal females group profile sheet; the small group guidance curriculum; the student anger scale; teacher inservices; and the teacher perception scale. (Contains 30 references.)
ED423224 SP038147
Title: Attendance and Grade Point Average: A Study.
Author(s) Strickland, Vinnie P.
Pages: 12
Publication Date: October 02, 1998
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEFEB1999
This study investigated the correlation between attendance and grade point average among high school juniors, hypothesizing that there would not be a significant correlation between the two. The sample consisted of 32 students randomly selected from among 172 high school students enrolled in a Chicago public school during school years 1995-1996 and 1994-1995. The study involved a pretest-posttest design using school records of attendance and grade point averages for target years. Data analysis indicated that there was a statistically significant positive correlation between days present and grade point average in the first year of the study and a moderate positive correlation between the two in the second year of the study. The results show that attendance may have a sizable impact on grade point average. The findings are in relative concurrence with related literature. The paper makes recommendations based on the study results. (Contains 17 references.)
ED387878 EA027069
Title: A Statewide Study of Student Achievement and Behavior and School Building Condition.
Author(s) Earthman, Glen I.; And Others
Pages: 21
Publication Date: September 1995
Notes: Paper presented at the Annual Meeting of the Council of Educational Facility Planners, International (Dallas, TX, September 1995).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/
questionnaires (160)
Geographic Source: U.S.; Virginia
Journal Announcement: RIEMAR1996
Almost every educator would agree that a well-maintained school building is essential for a proper learning environment. This paper presents findings of a study that examined the relationship between student achievement/behavior and school-building condition. A survey sent to all high schools (n=199) in North Dakota elicited responses from 120 principals, a 60 percent response rate. The Comprehensive Test of Basic Skills was used as a measure of student achievement and the numbers of disciplinary incidents as an indicator of student behavior. School-building condition was measured by principals' responses to an evaluative instrument. Findings indicate that a positive relationship existed between student achievement and building condition and between student behavior and school condition. Study results were compared with other studies that used similar methodologies with different populations. The data support the hypothesis that there is a positive relationship between student achievement/behavior and school environment. Three figures and 10 tables are included.
ED458476 CG031347
Title: In Control: Anger Management and the Development of Prosocial Behavior.
Author(s) Kellner, Millicent H.; Salvador, Diana S.; Bry, Brenna H.
Pages: 14
Publication Date: August 2001
Notes: Paper presented at the Annual Meeting of the American Psychological Association (109th, San Francisco, CA, August 24-28, 2001).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New Jersey
Journal Announcement: RIEAPR2002
This paper describes the preliminary results of a study of In Control, an anger management curriculum offered in the middle school of a therapeutic day school for children with severe emotional and behavioral disorders. Twenty students received the program, while 26 did not. Measures were number of anger logs students completed; institutional reports of severe occurrences of aggressive student behavior; classroom observation data; scores on Aggression, Attention, Social Scales of the Achenbach Teacher Report Form; scores on an anger management knowledge quiz; and monthly teacher and interdisciplinary team ratings of student anger management. During the program, results show significantly more prosocial behavior exhibited by the program than nonprogram students with teachers during structured classroom activity and with peers during unstructured time. At 3-month follow-up, students in the program completed significantly more anger logs and exhibited significantly fewer aggressive incidents than did the nonprogram students. Preliminary findings suggest that students in the program have reduced aggressive behavior, use the anger log as a coping behavior, and increase prosocial behavior with teachers and peers.
EJ593078 EC623204
Title: Social Networks and Configurations in Inner-City Schools: Aggression, Popularity, and Implications for Students with EBD.
Author(s) Xie, Hongling; Cairns, Robert B.; Cairns, Beverley D.
Source: Journal of Emotional and Behavioral Disorders, v7 n3 p147-55 Fall 1999
Publication Date: 1999
ISSN: 1063-4266
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2000
Inner-city students (N=506) in grades 4 through 7 were assessed by teachers and students for aggression, popularity, academic competence, "Olympian" characteristics, and affiliation. Findings indicated that members of the same peer social group were similar on multiple behavioral dimensions. High social-network centrality was associated with popularity for girls but with aggressive behavior for boys.
EJ608570 PS530548
Title: Providing a Secure Environment for Students with Emotional Problems.
Author(s) McCadden, Jerry; Swendseid, Rachel
Source: Middle School Journal, v28 n4 p10-17 Mar 1997
Publication Date: 1997
ISSN: 0094-0771
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJDEC2000
Discusses features of a middle school program for students with emotional or behavioral disorders, noting how these features promote a secure, inviting environment that meets the students' emotional and psychological needs. Topics include the special education teacher's involvement with regular classroom teachers; focus on student behaviors; and classroom atmosphere and activities.
EJ521917 PS524562
Title: Reducing Violence in Middle Level Schools.
Author(s) Kaplan, Leslie H.
Source: Schools in the Middle, v5 n3 p43-44 Feb-Mar 1996
Publication Date: 1996
ISSN: 0276-4482
Language: English
Document Type: Guides--Classroom--Teacher (052); Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJAUG1996
Middle school educators can help prevent violence with a three-step approach: ensuring an orderly and attractive physical environment, a safe social environment, and clear expectations for student behavior. Students can be taught how to constructively manage their own anger. School safety begins before conflict begins and should continue through intervention, even after the conflict is resolved.
EJ655594 EC631176
Title: Teaching Anger Management Skills to Students with Severe Emotional or Behavioral Disorders.
Author(s) Kellner, Millicent H.; Bry, Brenna H.; Colletti, Laura-Anne
Source: Behavioral Disorders, v27 n4 p400-07 Aug 2002
Publication Date: 2002
ISSN: 0198-7429
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR2003
A 10-session anger management program was offered in a therapeutic day school for adolescents with emotional or behavioral disorders. Booster sessions to maintain gains were provided. Participants exhibited a reduction in peer fighting, an increase in talking with a counselor when angry, and an increase in using anger logs.

ED468012 EC309143
Title: Strengthening the Safety Net: How Schools Can Help Youth with Emotional and Behavioral Needs Complete Their High School Education and Prepare for Life after School. {Executive Summary}.
Author(s) Ryan, Amy K.
Author Affiliation: Vermont Univ., Burlington.(YMM91275)
Pages: 21
Publication Date: 2001
Notes: Produced by the School Research Office, College of Education and Social Services.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017)
Contract No: H324D0065H237F0036
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: For full text:
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Vermont
Journal Announcement: RIEAPR2003
This document describes seven projects based on research-based strategies to educate students with emotional and/or behavioral problems and prevent their dropping out of high school. An introduction notes that all the projects focus on forming new connections using multi-pronged approaches to meet individual students' basic emotional and social needs. A chart compares the projects in terms of strategies (such as relationship building, social skills training, and family involvement), community settings (urban, suburban, or rural), or school settings (middle school, high school, or alternative setting). Individual case examples are included with each project description. The projects are: (1) Supportive Schools Model (University of Kansas) which stresses academic training; (2) Project Serve (University of Oregon) which provides academic and vocational training; (3) Amazing Discoveries (Arizona State University) which embeds social skills lessons into hands-on experiments about human behavior; (4) Mentor/Advisor Project (University of Vermont) which stresses relationship building with peers and adults; (5) Check & Connect (University of Minnesota) which focuses on relationship building; (6) Laulima Lokahi (University of Hawaii) which emphasizes community partnerships; and (7) the Community Transition Program (University of Oregon) which is organized around involvement of social service agencies.
EJ606006 UD522251
Title: Anger, Violence, and Academic Performance: A Study of Troubled Minority Youth.
Author(s) Fleming, Jacqueline; Barner, Celious III; Hudson, Betsy; Rosignon-
Carmouche, Lee A.
Source: Urban Education, v35 n2 p175-204 May 2000
Publication Date: May 2000
ISSN: 0042-0859
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJOCT2000
Examined the relationship between anger, violence, and academic performance among troubled adolescents participating in a risk reduction intervention that stressed emotional confrontation and behavior change support. Surveys indicated that anger management was unrelated to violence or academic performance. Loss of control over time, concentration, and future direction were key influences. Positive change related to mother contact and better time management.
EJ603393 EC624363
Title: Peers as Teachers of Anger Management to High School Students with Behavioral Disorders.
Author(s) Presley, Judith A.; Hughes, Carolyn
Source: Behavioral Disorders, v25 n2 p114-30 Feb 2000
Publication Date: 2000
ISSN: 0198-7429
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2000
A study investigated the use of a peer-delivered social skills instructional package to teach four high schoolers with behavior disorders to express anger appropriately. The instructional package, which combined peer instruction, self-instruction, and a traditional anger control program, was effective in improving the ways that students expressed anger in role-play situations. (Contains references.)
EJ577407 EC620328
Title: Educational Progress in a Population of Youth with Aggression and Emotional Disturbance: The Role of Risk and Protective Factors.
Author(s) Vance, J. Eric; Fernandez, Gustavo; Biber, Melissa
Source: Journal of Emotional and Behavioral Disorders, v6 n4 p214-21 Win 1998
Publication Date: 1998
ISSN: 1063-4266
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAUG1999
A study found good problem-solving skills, reading at or above grade level, ability to get along with peers and adults, likeability, sense of humor, and having an adult mentor at school were associated with the positive educational progress of 652 boys (ages 13 to 17) with severe aggression and emotional disturbance.
EJ524150 CG548531
Title: In Search of Effective Programs to Address Students' Emotional Distress and Behavioral Problems. Part III: Student Assessment of School-Based Support Groups.
Author(s) Wassef, Adel; And Others
Source: Adolescence, v31 n121 p1-16 Spr 1996
Publication Date: 1996
ISSN: 0001-8449
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJOCT1996
Discusses a study of 250 high school students who participated in weekly peer support groups. The program was accepted and showed signs of success, helping alcohol and substance users reduce their intake and helping keep potential dropouts in school. Indicates peer support groups can help in early recognition and management of emotional and behavioral problems in high school students.

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