In-School Risk and Protective Factors for Females With Emotional and Behavioral Disorder: Findings From the National Longitudinal Transition Study 2

• In Event: 34.090 - Instruction, Interventions, and Collaboration: Improving Outcomes for Students With Emotional Disturbance

Abstract

We used data from the National Longitudinal Transition Study 2 to examine gender differences in risk and protective factors associated with unemployment, drop-out, high-risk sexual behavior, and justice system involvement among students with Emotional and Behavioral Disorders (EBD) . The purpose of the study is to inform school-level prevention and intervention programming aimed at reducing negative outcomes. Results suggest that females with EBD demonstrate higher levels of social and behavioral skills, academic performance, and belief in school importance, compared to males with EBD. Results indicate that females with EBD may underestimate their own academic, social, and behavioral competence, suggesting they may have higher-risk than females without EBD. We discuss the implications for existing intervention strategies for youth with EBD.

Authors

• Abigail Novak, University of Florida

• David John Peyton, Appalachian State University

• Daniel V Poling, University of Florida

• Rebecca Muller, Boston University