Preventing School Failure

Aims & Scope

Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems.

Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings.

Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others.

Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs.

We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content.

As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.437

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	23

Impact Factor

Year	Value
2024	0.80

Journal Rank

Year	Value
2024	12933

Journal Citation Indicator

Year	Value
2024	148

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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

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, 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.

• Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders

  Citation: 405

  Authors: Samuel L., Lana, Sally J., Deborah D.

• Parental Involvement: The Missing Link in School Achievement

  Citation: 224

  Authors: Michelle, Ira, Sharon M.

• Behavior and classroom management: Are teacher preparation programs really preparing our teachers?

  Citation: 148

  Authors: Andrea, John William, Christa D.

• Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior

  Citation: 133

  Authors: Tara C. Moore, Rachel E., Daniel M., Regina M., Joseph H.

• The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services

  Citation: 128

  Authors: Wade W.

• Pathways to Burnout: Case Studies in Teacher Isolation and Alienation

  Citation: 114

  Authors: Jacqueline, Nina, John

• Cyberbullying: Prevention and Intervention to Protect Our Children and Youth

  Citation: 105

  Authors: John, Richard, Robert A.

• Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program

  Citation: 103

  Authors: Grace

• Tips for Teaching: Differentiating Instruction to Include All Students

  Citation: 101

  Authors: Bob, Kelly M.

• A Brief Review of Effective Teaching Practices That Maximize Student Engagement

  Citation: 100

  Authors: Kristin E., Lauren L., Chris A., Lindsay E.

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