The purpose of this study was to determine how the needs of students with disabilities are addressed by state coordinators of school-wide positive behavioral interventions and supports (PBIS) during professional development activities on positive behavioral strategies, school-wide systems, and school-wide commitment to the PBIS approach. Particular attention was given to how the needs of students with severe disabilities were addressed throughout training opportunities. Although an overwhelming majority (93%) of the state coordinators believed that students with severe disabilities can participate at least partially in schoolwide PBIS programs, they indicated that this belief was not reflected in their state's PBIS initial professional development activities.

Disrespect is an ambiguous term that has been shown to be predictive of emotional exhaustion and burnout of teachers. This study examined 120 rural teachers' definition of disrespect. Seventeen different definitions of disrespect emerged from the data. Implications of identifying these definitions are discussed as well as how researchers can continue to support teachers to effectively addressing these behaviors.

The increased opportunities in virtual schooling offer new opportunities for students but also present new challenges for educators. As virtual enrollment has grown, concerns about student engagement, academic preparedness, and social risks have also grown. Among these concerns is the potential for bullying in online educational settings. While traditional bullying research has been well-documented, studies focusing on bullying within virtual schools remain limited. This study examines teachers’ perceptions of bullying in online schools through a self-reported survey. A total sample of 97 educators from a virtual school was sampled, of which 91% were female. Findings indicate that while physical bullying is rare in the virtual setting, verbal, relational, and cyberbullying are reported by educators. Physical appearance, either body or clothing, was the most reported reason across all types of bullying. Educators reported feeling moderately prepared to identify and respond to these bullying behaviors, but gaps in training and awareness still exist. The study highlights the need for professional development, enhanced digital monitoring, and proactive bullying strategies to fit the virtual learning environment.

Bullying continues to impact students’ well-being, peer relationships, and learning. This article explores how educators can adapt the Check-In/Check-Out (CICO) system to proactively support students at risk of being bullied. By focusing on emotion regulation, assertiveness, friendship-building, problem-solving, and conflict resolution, educators can use CICO to build at-risk student confidence and connection. When integrated into existing multitiered systems of support, the use of CICO provides teachers with a practical, relationship-centered method to address bullying without requiring additional work or new resources.