Classroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers’ classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = .41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.

The aim of this study was to explore the role that professional foster care – and specifically Individual Packages of Care (IPC) in South Australia – plays in providing an alternative care option for young people who are unable to live with their birth parents due to issues of abuse or neglect, but who also, due to behavioural concerns, are not well suited to a traditional foster care placement. Participants in the study were nine young people who had previously lived in an IPC placement. The findings highlight participants’ experiences of living in the context of an IPC placement, experiences that were at times challenging, but which also provided opportunities for growth and positive change that may not have been possible in a traditional foster care placement.