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Multiple regression models, accounting for students nested within classrooms, test interactions between adversity and multiple forms of classroom support. A significant moderation effect emerges: in low-adversity classrooms, teacher reports vary by emotional support level; in high-adversity classrooms, reports are more similar. Findings indicate adversity is an important contextual factor and that teacher emotional support may buffer its influence on student outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-relation-between-classroom-adversity-and-students-problem-behavior-as-a-function-of-teachers-emotional-support/595256/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-relation-between-classroom-adversity-and-students-problem-behavior-as-a-function-of-teachers-emotional-support/595256.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study investigate between classroom adversity and student behavior?","Question",{"text":112,"@type":113},"The study examines how teachers’ reports of classroom adversity relate to student problem behavior for students with or at risk of emotional/behavioral disorders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does teachers’ emotional support change the adversity–behavior relationship?",{"text":117,"@type":113},"The findings show a moderation effect: teacher reports differ by emotional support level in low-adversity classrooms, while reports are relatively similar in high-adversity classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"What statistical approach does the study use to analyze the data?",{"text":121,"@type":113},"It uses multiple regression models that adjust for the nesting of students within classrooms and tests interaction effects between classroom adversity and emotional support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595256,1792170872,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’Emotional Support  \nBehavioral Disorders 2024, Vol. 49(4) 207–221  \n© Hammill Institute on Disabilities 2024  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429231221498](DOI: 10.1177/01987429231221498)[ ](DOI: 10.1177/01987429231221498)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nKristen L. Granger, PhD 1, Jason C. Chow, PhD2, Leigh McLean, PhD3, Natalie Vallarta, BS4, Emma Dear, BS4, and Kevin S. Sutherland, PhD4  \nAbstract  \nThe purpose of this study was to examine the relation between teachers’ reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers’ reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students’ problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers’ reports of students’ problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice.  \nKeywords  \nclassroom context, elementary education, classroom quality, emotional/behavioral disorders  \nApproximately 12% to 20% of students have or are at risk of an emotional/behavioral disorder (EBD; e.g., Ringeisen et al., 2020). The underlying characteristics ofEBD are conceptualized across two distinct yet often co-occurring domains: externalizing and internalizing challenges (Fornesset al., 2012; Willner et al., 2016) . Externalizing challenges include symptoms such as defiance, aggression, and disruptive behaviors. Internalizing challenges include symptoms such as social withdrawal, sadness, and anxiety (Achenbach & Rescorla, 2000) . Persistent challenging behaviors can have an impact on students’ long-term behavioral and academic success, and students with or at risk ofEBD are at amuch higher risk for negative educational and social outcomes than students from other disability categories and their peers without disabilities (Wagner & Cameto, 2004) . Longitudinal studies also document that children who display externalizing and/or internalizing problems are at an increased risk of poor economic and social outcomes into middle age (e.g., future unemployment, criminal convictions, lower earnings, poor health; Alatupa et al., 2013; Vergunst et al., 2023) . Unfortunately, less than 1% of students are formally identified with emotional disturbance (ED) and receive support for this disability under IDEA  \n(National Research Council and Institute of Medicine, 2009) . As a result, most students with or at risk of EBD, abroader category used in the research literature to describe children with challenging behavior who may not have an ED label and corresponding services, are educated primarily in general education classrooms and as such may not receive all necessary supports (Mitchell et al., 2019) . Considering trends in the developmental and academic trajectories of these students, identifying factors in classrooms that promote or hinder psychosocial adjustment for students with or at risk ofEBD is an important goal.  \nA growing body of work has ","cbCaijF4JycSVluQ","https://ap.wps.com/l/cbCaijF4JycSVluQ","pdf",621996,15,"English","# Abstract\n## Classroom adversity and student problem behavior\n## Classroom quality and emotional support as a moderating factor\n## Implications for research and practice","[{\"question\":\"What relationship does the study investigate between classroom adversity and student behavior?\",\"answer\":\"The study examines how teachers’ reports of classroom adversity relate to student problem behavior for students with or at risk of emotional/behavioral disorders.\"},{\"question\":\"How does teachers’ emotional support change the adversity–behavior relationship?\",\"answer\":\"The findings show a moderation effect: teacher reports differ by emotional support level in low-adversity classrooms, while reports are relatively similar in high-adversity classrooms.\"},{\"question\":\"What statistical approach does the study use to analyze the data?\",\"answer\":\"It uses multiple regression models that adjust for the nesting of students within classrooms and tests interaction effects between classroom adversity and emotional support.\"}]","The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support | PDF",1792080726,38]