A Meta-Analysis of the Academic Achievement of Students with emotional/behavioral disorders (EBD)
- Dana Page
- Apr 11
- 2 min read
The key findings of the meta-analysis regarding the academic achievement of students with emotional/behavioral disorders (EBD) include:
Significant Achievement Gap: There is a large effect size (d = -0.87) indicating a substantial difference in academic achievement between students with EBD and their non-EBD peers. This finding aligns with previous research that has consistently highlighted the persistent academic challenges faced by students with EBD.
Need for Effective Interventions: The study emphasizes the necessity for teachers to implement evidence-based academic interventions that address the specific deficits of students with EBD across all academic content areas. This suggests that current instructional practices may not be adequately meeting the needs of these students.
Research Gaps: The meta-analysis identified a lack of sufficient studies, with only 16 meeting the inclusion criteria for analysis. This highlights the need for more comprehensive research focused specifically on EBD students, rather than combining them with other "at-risk" populations, to better understand their unique academic challenges.
Variability in Definitions and Assessments: The findings also pointed out the heterogeneity in definitions of EBD across different states and the variability in academic assessments used. This inconsistency complicates the ability to generalize findings and understand the true academic status of students with EBD.
Long-term Implications: The study calls for further research into the long-term effects of academic underachievement in students with EBD, as well as the impact of having highly qualified educators on their academic outcomes.
Overall, the meta-analysis underscores the critical need for targeted academic support and further investigation into the factors influencing the academic success of students with EBD especially considering that Black students are more likely to be identified with emotional disturbance under IDEA.
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