The aim of this quantitative research project entitled "Psychosocial and academic development in pupils with internalising behavioural problems with and without the need for special educational support in emotional and social development" is to investigate the significance of internalising behavioural problems for the social-emotional and academic development of pupils in (early) adolescence (11-18 years).).
The overarching objective of the planned study is to use empirical findings to contribute to a differentiated level of knowledge about internalising behavioural problems in the school setting, in particular to support targeted diagnosis and support for internalising behavioural problems. To this end, the significance of internalising behavioural problems for psychosocial and school adjustment and social-emotional development in adolescence will be investigated.
In a quantitative research design, internalising behavioural problems as well as aspects of school participation and social-emotional development in 11-18 year old pupils with and without special educational needs in emotional-social development will be surveyed using fully standardised questionnaires in cross-sectional and longitudinal sections. A multi-method, multi-informant approach is chosen to capture different perspectives.

Responsible for the project: Paula Hammer, Prof Dr Ute von Düring and Dr Tijs Bolz

Publications as part of the research project

Hammer, P., Leidig, T., Vösgen-Nordloh, M. & Bolz, T. (2025). Internalising behaviour problems at school - a qualitative interview study on subjective knowledge and experiences of teachers at special and mainstream schools. Annual scientific journal Emotional and Social Development (ESD) in Educational Support Pedagogy and Behavioural Disorders. http://doi.org/10.35468/6178-04

Hammer, P. & Bolz, T. (2024). Internalising behaviour problems at school - Subjective perspectives of special and mainstream school teachers. 16th Lecturers' Conference in the field of Social and Emotional Development, May 2024 in Berlin.

Hammer, P., von Düring, U. & Bolz, T. (2023). Internalising behaviour problems in pupils with and without special educational needs in emotional and social development. AESF Autumn Conference Working Group on Empirical Research in Special Education. 03-04 November 2023.

A positive and sustainable student-teacher relationship is the basis for effective educational action (Bolz, Koglin & Wittrock 2019). With regard to the development of the quality of the student-teacher relationship over time and the role of behavioural problems on the student side, study findings indicate differential effects of externalising and internalising behavioural problems (Roorda, Verschueren, Vancraeyveldt, Van Craeyevelt & Colpin, 2014) as well as differences between general and special schools (Breeman et al., 2015; Vösgen et al, 2023).
In German-speaking countries, and particularly in the context of externalising and internalising behavioural problems, there is a lack of empirical analysis of these relationships and the development, adaptation and evaluation of interventions that promote relationships.
This research focus is divided into various sub-projects with different central questions:

• How can the quality of SLB (for pupils with behavioural problems) be recorded in German?
• How do the relationship partners perceive SLB? How do variables at pupil and teacher level influence perception?
• What correlations exist between relationship quality and outcomes at pupil (e.g. social and emotional competences, emotional and social impairments) and teacher level (e.g. stress level and strain)?
• What influence does SLB quality have at pupil and teacher level?
• How do relationship-promoting interventions on SLB and outcomes affect students (emotional and social skills, behavioural problems, relationship design, psychological well-being) and teachers (well-being, relationship design, stress level, strain)?

Responsible for the project: Dr Tijs Bolz

Co-operation partners: Prof Dr Thomas Hennemann, Dr Tatjana Leidig, Meike Vösgen-Nordloh (University of Cologne) and Prof Dr Gino Casale (University of Wuppertal), Dr Alex Neuhauser, Dr Lars Mohr (HfH Zurich)

Publications as part of the research project:

Bolz, T., Vösgen-Nordloh, M. & Leidig, T. (in print). Student-teacher relationship. R. Markowetz, T. Hennemann, D. Hövel & G. Casale (eds.) (in press). Handbook specialising in emotional-social development. Basics - specifics - action knowledge - working areas - learning fields - subject didactics - professionalisation - research. Weinheim & Basel: Beltz.

Vösgen-Nordloh, M., Leidig, T., Koomen, H., Casale, G., Hennemann, T. & Bolz, T. (in press). Mental health problems and dyadic teacher-student relationships in German special and regular schools. How relevant are teacher- and student-perceived relationship quality and the disagreements of both perspectives? Empirische Sonderpädagogik.

Vösgen, M., Bolz, T., Casale, G., Hennemann, T. & Leidig, T. (2023). Discrepancies in teacher and student perceptions of the dyadic relationship and associated differences in psychosocial problems at special schools for emotional and social development - a multilevel analysis. ESE - Emotional and Social Development in Educational Support Pedagogy and Behavioural Disorders, Issue 5. https://doi.org/10.35468/6021-07

Bolz, T. (2022). Pupil-teacher relationship from an attachment theory perspective in the specialisation area of emotional and social development. Dissertation, University of Oldenburg. http://oops.uni-oldenburg.de/5176/

Leidig, T., Bolz, T., Niemeier, E, Nitz, J. & Casale, G. (2021). Recording the teacher-student relationship - an overview of survey procedures and instruments for (special) educational research and practice. Wissenschaftliche Jahreszeitschrift Emotionale und Soziale Entwicklung (ESE) in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen, 3, 30 - 51.

Bolz, T., Wittrock, M. & Koglin, U. (2019). Pupil-teacher relationship from an attachment theory perspective in the support focus of emotional and social development. Journal for curative education. 70, 560-571.

Basic assumptions of attachment theory and empirical findings from attachment research provide important implications for (special) educational research and practice. Early attachment experiences and the formation of internal representations represent a central explanation for the ability to cope successfully or less successfully with stress and crises in the course of development. It can therefore be assumed that these attachment experiences are represented in educational situations (Langer, 2019).
However, differentiated analyses of the connection between the respective insecure attachment representations and externalising and internalising behavioural problems in the support focus of emotional and social development are largely lacking (e.g. Beetz, 2013; Bolz, 2022).
Knowledge about attachment experiences, attachment representations and their effects on externalising and internalising behavioural problems can contribute to establishing an individual fit between the needs of the young person and concrete options for action within targeted diagnostics as well as prevention and intervention measures.

The following research focuses on this overarching topic are the focus of various projects:

• Influence of attachment representations of pupils on the outcome of pupils (emotional and social skills, internalising and externalising behavioural problems)
• Influence of attachment representations of teachers on the outcome of pupils (emotional and social skills, internalising and externalising behavioural problems)
• Influence of attachment representations of teachers on the teaching organisation of teachers
• Assessment of attachment representations on an evaluative-declarative level in children and adolescents

Responsible for the project: Dr Tijs Bolz

Cooperation partners on individual key topics: Dr Christina Vesterling (C.v.O Oldenburg), JProf. Dr Nicola-Hans Schwarzer (Heidelberg University of Education), Dr Lars Dietrich (Humboldt University of Berlin), Prof. Dr Stephan Gingelmaier (Ludwigsburg University of Education)

Publications as part of the research project

Bolz, T., Schütz-Wilke, J., Vesterling, C., Rademacher, A. & von Düring, U. (in press). Insecure attachment, emotion regulation strategies and internalising behaviour problems in pupils in need of special educational support with a focus on emotional and social development. Empirical special education.

Schwarzer, N.-H., Dietrich, L., Gingelmaier, S., Nolte, S., Bolz, T. & Fonagy, P. (2023). Mentalising partially mediates the association between attachment insecurity and global stress in preservice teachers. Frontiers in Education. 14:1204666. doi: 10.3389/fpsyg.2023.1204666

Goagoses, N., Bolz, T., Vesterling, C. & Koglin, U. (2021). Maternal Attachment and Behaviour Problems: Comparison Between Children in Regular and Special Education Schools. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2021.2017145

Baumann, M. & Bolz, T. (2021). Loyalty conflicts, parent-child alienation and contact disputes as a legal, expert and counselling crisis - an attachment-dynamic perspective. Zeitschrift für Kinderrecht und Jugendhilfe, 6, 212 -218.

Bolz, T. & Koglin, U. (2020). Insecure attachment and aggressive behaviour of pupils with emotional and social development needs. Empirische Sonderpädagogik. 3, 175-192. https://doi.org/10.25656/01:21606

Bolz, T. & Wittrock, M. (2020). Insecure attachment representations and psychosocial abnormalities of pupils at special schools with a focus on emotional and social development. Emotional and social development in the pedagogy of educational support and behavioural disorders. Bad Heilbrunn: Klinkhardt. 122-134.

The aim of this qualitative study is to derive literature-based and practice-orientated options for action to avert situations that endanger the welfare of children and young people and to promote their development and participation in order to increase the confidence of (special) educational professionals in their actions and to ensure the ability of children and young people to participate in the school environment.
By means of a document analysis and interviews with (special) educational professionals in the school setting (secondary school 1), the respective framework conditions, understandings of the phenomenon as well as possibilities and limitations for action were collected and analysed. The possible courses of action involved safeguarding and promoting the welfare of children and young people and their ability to participate, as well as recognising signs that indicate a situation that could endanger their welfare.

Responsible for the project: Tomke Weihrauch, Prof. Dr Manfred Wittrock & Prof. Dr Gisela Schulze

This research project aims to develop and validate a screening instrument for the assessment of bullying in children and adolescents. In order to create a comprehensive basis for the development of this instrument, the first step (1) is to conduct interviews with children and adolescents to record their definition and the goals and motives of bullying. In a second step (2), a screening procedure will be developed on the basis of these results and piloted in a cross-section.

Start of interviews planned for January 2024; start of phase 2 planned for October 2024.

Responsible for the project: Jule Eilts & Dr Jessica Wilke

This study examines the morality, self-regulation and social-emotional development of primary school children with and without special educational needs in the areas of emotional and social development (ESD) and learning (LE). Primary school pupils are surveyed over two measurement full stops. Questionnaires are used to record moral characteristics and conflicts. In addition, self-regulation and social skills are analysed using questionnaires and test tasks. The results should enable practical support measures for children.

Responsible for the project: Dr Jessica Wilke, Prof Dr Ute von Düring

The aim of the current study is to investigate relationships and dispositions as determining factors for behavioural development and early school performance in the transition from kindergarten to primary school. The influence of relationships between children and educational professionals in kindergarten and teachers at school will be analysed. Process-oriented conditions are also analysed as predictors by the educational professionals in the nursery school and the teachers in the primary school. These include, for example, pedagogical and didactic behaviour or the use of support measures. At the dispositional level, child factors such as personality, cognitive performance or self-regulation skills are included. Pre-school skills and social-emotional competences are monitored.

Responsible for the project: Dr Neele Bäker, Dr Annika Rademacher, Dr Naska Goagoses, Prof. Dr Ute von Düring

The district of Kleve has developed the "U-turn" programme at five locations in the district, an innovative offer for pupils with intensive educational support needs with a focus on emotional and social development in accordance with Section 15 AO-SF. These pupils have a very high level of psychosocial problems and are exposed to a particular developmental risk, which extremely jeopardises their participation in school and society and thus the greatest possible inclusion.
In the first phase of the project, the scientific monitoring includes determining the current status of the intensive educational measures in order to derive recommendations for further development on this basis. The cross-sectional and longitudinal evaluation is based on the renowned CIPP model by Stufflebeam and Shinkfield (1988).
On the basis of potential analyses, questionnaires, interviews and document analyses, an environmental analysis is carried out to determine the needs, resources and problems in the U-Turn locations (input evaluation) as well as the identification and assessment of the system's performance and resources (context evaluation). In addition, the current implementation of intensive educational support is analysed (process evaluation) and the results of the intervention(s) to date are assessed against the background of the defined objectives (output evaluation).

Project responsibility: Dr Tijs Bolz in co-operation with Prof. Dr Thomas Hennemann, Dr Tatjana Leidig, Dr Laura Ferreira González and Miriam Düvelmeyer (University of Cologne)