This thesis investigates how teachers' expectations affect students with social, emotional, and behavioral difficulties' (SEBD) academic performance. Few studies have examined the viewpoints of SEBD students, who are frequently neglected in educational environments, despite the fact that a large body of research has demonstrated the considerable impact of teachers' expectations on student performance. This study investigates how teachers' perceptions and expectations are influenced by subjective criteria such social background, race, and economic position, and how this affects SEBD students' motivation, engagement, and academic success. This study explores how high and low teacher expectations affect SEBD students' experiences using theories like the "confidence, approach, relationships, and environment" (CARE) framework and Rosenthal and Jacobson's four-factor model. The results emphasize the necessity of customized teaching methods and advise educators to change unfavorable attitudes and behaviors in order to enhance learning outcomes for students with low expectations. In order to promote the academic and emotional growth of students with SEBD, this thesis also makes recommendations for future research areas, highlighting the significance of inclusive education and positive instructional techniques.

Bohui Zhang. The Impact of Teachers'Expectations on Academic Achievement for Students with Social, Emotional, and Behavioral Difficulties. Frontiers in Educational Research (2024) Vol. 7, Issue 10: 48-54. https://doi.org/10.25236/FER.2024.071008.

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