Emotional and Behavioural Difficulties

Aims & Scope

The central intention of Emotional and Behavioural Difficulties (EBDs) is to contribute to readers’ understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy.

The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.

This audience includes: -Teachers in mainstream, non-mainstream and special schools/facilities. -Social workers in residential and field settings. -Professionals concerned with EBDs in medical and psychiatric settings. -Educational and clinical psychologists, counsellors and psychotherapists. -Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers. -Researchers and academics concerned with the needs and interests of the above groups. -Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award bearing courses.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.2
2024	1.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.554

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	38

Journal Rank

Year	Value
2024	10502

Journal Citation Indicator

Year	Value
2024	176

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science
• Embase

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Medicine and Psychology, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Victims’ perceptions of traditional and cyberbullying, and the psychosocial correlates of their victimisation

  Citation: 280

  Authors: Marilyn, Barbara, Phillip, Des, Sally

• Peer victimisation and depressive symptoms: can specific coping strategies buffer the negative impact of cybervictimisation?

  Citation: 198

  Authors: Katja, Sonja, Fabio, Françoise D.

• From cyberbullying to electronic aggression: typology of the phenomenon

  Citation: 138

  Authors: Jacek

• Cyberbullying victimisation in adolescence: relationships with loneliness and depressive mood

  Citation: 134

  Authors: Dorit, Tali, Sigal

• Predictors of victimisation across direct bullying, indirect bullying and cyberbullying

  Citation: 130

  Authors: Antonella, Annalisa, Giannino, Silvia, Maria Luisa

• Does the association with psychosomatic health problems differ between cyberbullying and traditional bullying?

  Citation: 119

  Authors: Linda, Curt, Lisa

• Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role

  Citation: 110

  Authors: Sebastian

• ADHD symptoms and the teacher–student relationship: a systematic literature review

  Citation: 104

  Authors: Linda Plantin

• Making the case for universal school-based mental health screening

  Citation: 103

  Authors: Neil, Michael

• Deconstructing test anxiety

  Citation: 97

  Authors: David William

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