Retracing their steps: a narrative inquiry of the lived experience with EBD
Students identified with emotional and behavioural disorders (EBD) often struggle to find success in inclusive classrooms. Lagging skills can contribute to hyperactive, disruptive, aggressive, and anxious behaviours that have an impact on the individual and the collective classroom. While students identified with EBD may struggle to self-regulate and comply with expectations, these barriers should not be the defining characteristic of the child. This inquiry presents the experiences of three students who are or have been designated with emotional and behavioural difficulties in British Columbia schools. The students were asked semi-structured interview questions to collect qualitative research data to answer the research question, “What do students with EBD want their teachers to know about effective supports?”. The findings were organized and presented as two categorical themes: (1) Students want individualized support and (2) Each student’s path to success is unique. Participants identified insights through their experiences that are important for teachers to consider when working with students with EBD. The findings presented in this inquiry contribute detailed student perspectives about effective supports, to the field of supporting students designated with EBD.