This article provides a conceptual commentary on the special series on potential burnout of teachers of students with emotional and behavioral difficulties (EBD). The issue of teacher burnout is considered through a dynamic, ecological systems theory framework to summarize the complexities of working with students with EBD and to highlight the importance of addressing their needs from a whole child in context perspective. Current limits of eividence-based practices, service delivery structures, and research approaches are also considered and possible steps forward are discussed.

中文翻译：

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移动目标和错失机会：对老师和自己诚实


本文对关于情绪和行为困难学生教师潜在倦怠（EBD）的特别系列进行了概念性评论。通过动态的生态系统理论框架来考虑教师倦怠问题，总结与 EBD 学生合作的复杂性，并强调从整体角度满足他们需求的重要性。还考虑了当前基于证据的实践、服务提供结构和研究方法的局限性，并讨论了可能的前进步骤。