Building Resilience and Influencing Behavioral Outcomes Among Students With Emotional Disturbances: A Qualitative Case Study of Inclusive Teachers
Building Resilience and Influencing Behavioral Outcomes Among Students With Emotional Disturbances: A Qualitative Case Study of Inclusive Teachers
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Issue Date
2025-12
Authors
Easterling, Joan
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Abstract
Students with emotional disturbance often struggle with emotional regulation, adapting to adversity, and maintaining academic engagement, leading to behavioral disruptions and achievement gaps. The purpose of this qualitative case study was to explore how middle school general education teachers in southern Mississippi perceive resilience, apply instructional strategies to foster it, and identify effective practices for supporting students with emotional disturbance in inclusive settings. Guided by resilience theory, which defines resilience as positive adaptation to adversity supported by protective and environmental factors, the study included 10 general education teachers teaching in inclusive classrooms. Data were collected through the University of Washington Resilience Scale, semi-structured interviews, and classroom observations, and analyzed using Braun and Clarke’s six-step thematic process. Triangulation across data sources enhanced the credibility and consistency of interpretation. Four themes emerged: (a) building trust and support systems, (b) developing emotional and academic resilience, (c) modeling and promoting resilient behaviors, and (d) collaborating with a foundational understanding of resilience. Teachers described resilience as persistence in the face of setbacks, emotional regulation, and re-engagement with learning. They emphasized that trust, consistent routines, and teacher modeling supported engagement, while collaboration among educators and support staff promoted continuity of care. These findings align with resilience theory, showing that adaptive systems, such as caring relationships and structured environments, support positive development despite adversity. The results suggest implications for educator preparation and policy, including professional development in resilience-based instruction, integration of social-emotional learning, and structured collaboration to strengthen inclusive practices.
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Keywords
Emotional Disturbance , Resilience , Middle School , Educational Leadership & Learning Lifelong