I was hanging in the air and holding on tight. It's exhausting: An autistic perspective on their journey through the general school system.

In the past decade, autistic children have increasingly enrolled in general schools worldwide. However, most insights into their educational experiences come from educators and parents. There is a gap in understanding autistic children's perspectives on their educational experiences.

Emotion regulation skills as a mediator of STEM teachers' stress, well-being, and burnout.

The teaching profession highly stressful, and teachers are often faced with challenging situations. This is particularly the case in STEM (science, technology, engineering, and math) education, which is a uniquely demanding and challenging field. This study examined the role of emotional regulation (ER) skills in STEM teachers' stress, well-being, and burnout.

From face-to-face to remote evaluation of teacher-education candidates during the COVID-19 pandemic.

Although teacher's personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system was developed in Israel for teacher education candidates. This evaluation system includes non-cognitive measures, such as group dynamic exercises, simulations, a teaching exercise, situational judgement tests, personality tests and an inter-personal interview, all performed face-to-face (FTF) at a testing center.

"It is like you are in a golden cage": How autistic students experience special education classrooms in general high schools.

Background: Students with autism spectrum disorder (ASD) often grapple with the challenges and demands of a general school environment. To date, studies have focused on inclusion within that environment, not distinguishing the experience of students in ASD special education classrooms within the general school. This study examined the retrospective perceptions of high-functioning autistic high school graduates who had been in ASD special education classrooms in general high schools to understand their experience, learn about their needs, and enhance future educational experiences.

"I Was Like a Bird Without Wings": Autistic Women's Retrospective Experiences in General Schools.

Autistic individuals' experience of the inclusion process is poorly understood, especially that of female pupils. This study retrospectively explored the views of autistic women who were included in general schools throughout childhood and adolescence, from elementary to high school, to understand their unique experiences and learn more about their needs in general schools. Semi-structured interviews were conducted, data were thematically analyzed, and key issues emerged pertaining to each educational level.

Attachment and task persistence: attachment orientations, perception of teacher's responsiveness, and adolescents' persistence in academic tasks.

The goal of the two studies reported here was to examine the contribution of adolescents' attachment orientations (anxiety, avoidance) and their perception of teacher's responsiveness to persistence in academic tasks. In Study 1 ( = 160), we assessed self-reports of persistence in schoolwork. In Study 2 ( = 240), we manipulated the symbolic presence of participants' teacher () and assessed their actual persistence in a cognitive task.

Shared Environment Effects on Children's Emotion Recognition.

Empathy is relevant to many psychiatric conditions. Empathy involves the natural ability to perceive and be sensitive to the emotional states of others. Thus, emotion recognition (ER) abilities are key to understanding empathy.