Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities

Abstract

Students with Emotional and Behavioral Disabilities (EBD) frequently experience poor social and academic outcomes relative to their non-disabled peers. The middle to high school transition is a critical juncture in the educational process and can influence or impact high school and post- high school outcomes. This study sought to gain an understanding of the ways in which the current middle to high school transition process for students with EBD was being implemented. Additionally, literature was reviewed to reveal possible evidence-based practices which could lend support to the process. Seven teachers of middle school students with EBD were interviewed. Themes emerged related to communication and collaboration. Results revealed several components of the transition process that teachers believed to be of particular importance. These results are discussed and additional considerations to establish a successful transition process are explored.