Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years
Bibliographic record
Abstract
For students with emotional and behavioural issues the bridge from middle years to senior years can be particularly challenging. This transition is especially problematic if the students are moving from self-contained or specialized programming supports in middle years to inclusive senior years environments. This qualitative research study examined the perspectives and experiences of four principals and three student services personnel regarding the transition of students from specialized middle years placements to inclusive senior years schools. Each participant was asked their opinions on what strategies, structures, policies and supports assisted with the transition process as well as those that detracted from successful transitioning. Qualitative analysis of the data suggested that students need to connect with a positive adult upon transitioning to senior years, and they need to perceive that their senior years school is a safe and positive place for them to attend.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.005 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".