Owens, ToshaClark, Kelly A.Lowe, Sydney A2021-06-292021-06-292021-052021-05-28May 2021http://hdl.handle.net/10342/9174Students with EBD and/or mental health challenges require access to sound behavioral support from “bell to bell”. However, due to lack of educator training, this need is often unmet. The purpose of this study is to obtain current data on the preparedness of general and special educators in order to better recognize and move toward filling in these support gaps. This is to benefit students with, or at-risk for behavior and/or mental health disorders, and teachers responsible for providing support. With the inadequacy of pre-service teacher training on supporting students with any sort of behavior challenge, a lack of resources including individuals with knowledge for consultation, and overall general education classroom hardships, it is not surprising that students with EBD and those with some of the highest level of behavioral needs would remain on an unchanged trajectory. A survey was conducted to gauge educators’ preparedness in supporting students requiring behavior support. Results, implications, and suggestions for future research will be provided.application/pdfemotional behavioral disordermental healthevidence-based practiceclassroom managementgeneral educatorspecial educatorsurveyHonors Thesis2021-06-18