Abstract
This is the second issue of the special series focused on supporting teachers serving students with emotional and behavioral disorders (EBD). The first issue (31:2) was published in the Spring of 2023 and included a collection of articles describing ways burnout affects teacher’s instruction, working conditions, and solitude. Through these articles, the field is provided with several recommendations for school leaders and other stakeholders on ways to shape supports for teachers.
The current issue continues with four additional articles from a wide range of scholars with diverse perspectives on the challenges teachers serving students with EBD face. Like the first issue, scholars shared interventions, programs, services, and supports to offset challenges. As we prepare to close out the special series, three additional articles and commentaries will be released in the December 2024 issue of the journal. However, we note that although the special series will conclude, conversations about burnout and support for teachers serving students with EBD are not finished. We see the special series as a catalyst to continue research in this area, particularly as we answer the “call to action” from Dr. Justin Garwood whose solid work on this topic helped to inspire the articles in the special series. We hope you enjoy the collection of articles in this second issue. If you have questions or comments, please send them directly to Drs. LaRon A. Scott or Debbie S. Brooks.
Best Wishes,