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June 8, 2026Beyond Behavior

Reconceptualizing Preservice Support for Special Education Teachers Leading Students With EBD

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Authors

BJBrian JonesUniversity of VermontJGJustin D. GarwoodUniversity of Vermont

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Implication

This article reconceptualizes preservice training emphasizing relationship-centered approaches for special education teachers, aiming to enhance student outcomes.

Key Points

  • The aim is to improve preservice training by emphasizing the importance of strong student-teacher relationships for teachers handling students with EBD.
  • Analyzed Torey Hayden's autobiographical narratives
  • Reviewed related research
  • Proposed a vision for integral relational skills in preservice programs.
  • Identified a gap in current preservice programs regarding relational skill instruction
  • Highlighted the necessity for relationship-centered approaches in special education training
  • Emphasized that improved relationships can benefit both SETs and students with EBD.

Cite This Study

Jones et al. (2026) studied this question.

synapsesocial.com/papers/6a265ca8ad53cfb9357c5e14https://doi.org/10.1177/10742956261449675
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Also Consider

Synapse has enriched 3 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Effects of developmental relationships with teachers on middle‐school students’ motivation and performance2020 · 98 citations
  2. 2Special Education Teacher Attrition and Retention: A Review of the Literature2019 · 496 citations
  3. 3What Makes Teachers Well?2020 · 25 citations