@article{66477, abstract = {{Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process of thematic analysis revealed five broad key factors that affect and impact school inclusivity, namely: institutional commitment to a collective inclusive culture; family partnership and co-responsibility; collaboration among key stakeholders (e.g. students, teachers, other staff); students’ voice and agency; and building and sustaining inter-institutional partnerships. This paper concludes by advocating a community-based approach model to school inclusion by identifying key factors on which principals can rely to navigate material, social, and political challenges.}}, author = {{Woodcock, Stuart and Avramidis, Elias and Sharma, Umesh and Subban, Pearl and Sahli Lozano, Caroline and Kullmann, Harry and Loreman, Tim and Wüthrich, Sergej and Knickenberg, Margarita}}, issn = {{1363-2434}}, journal = {{School Leadership & Management}}, keywords = {{Inklusive Bildung, Schulentwicklung, Schulleitung, Gemeinschaftlichkeit, Haltung}}, pages = {{1--26}}, publisher = {{Informa UK Limited}}, title = {{{‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures}}}, doi = {{10.1080/13632434.2026.2691492}}, year = {{2026}}, } @book{66763, editor = {{Textor, Annette and Kullmann, Harry and van der Donk, Cyrilla and van Lanen, Bas}}, isbn = {{978-3-7799-3726-5}}, pages = {{432}}, publisher = {{Beltz Juventa}}, title = {{{Praxisforschung in Schule und Unterricht}}}, year = {{2026}}, } @inproceedings{66883, author = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahil Lozano, Caroline}}, location = {{TU München}}, title = {{{Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala}}}, year = {{2026}}, } @inproceedings{66882, author = {{Kullmann, Harry}}, location = {{Universität Paderborn}}, title = {{{Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe I}}}, year = {{2026}}, } @article{66480, abstract = {{Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.}}, author = {{Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}}, issn = {{2504-284X}}, journal = {{Frontiers in Education}}, keywords = {{human rights, inclusion, inclusive education, international study, parents, school development, special educational needs}}, publisher = {{Frontiers Media SA}}, title = {{{Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}}}, doi = {{10.3389/feduc.2026.1710708}}, volume = {{11}}, year = {{2026}}, } @inproceedings{59480, abstract = {{Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form The concept of inclusive education has gained considerable attention recently, emphasizing the importance of creating supportive educational environments for all students. Parental perceptions play a crucial role in shaping these inclusive climates (De Boer et al., 2010; Stevens & Wurf, 2020). However, current measures are often neither concise nor practical for widespread application. This study addresses this gap by developing a valid and reliable short scale for assessing parental perceptions of inclusive education. Despite growing research on inclusive education, there remains a lack of concise instruments that effectively capture parental perceptions across diverse contexts. A recently developed instrument focusing on parents’ views is the ‘Parental Perception of Inclusion Climate Scale’ (PPICS; Sharma et al., 2022). The original scale comprises 28 items representing three factors (‘Teacher and School Support’, ‘Student Engagement’ and ‘Friendships’). Although the original version has its advantages (broad representation of the constructs, tested psychometric properties), a shorter version would make it even easier to use in research and practice. Therefore, our research aims to shorten this instrument and to demonstrate its psychometric integrity. We used a sample of N=4,338 parents from Germany who completed a German version of the ‘PPICS’ (Kullmann & Blankenstein, 2024; Sharma et al., 2022) online. The total sample was randomly divided into two similar subsamples for validation. In the first subsample, we examined factorial structure using exploratory and confirmatory factor analyses. Our results confirmed the replication of the originally proposed three-factor structure; however, one factor (‘Student Engagement’) was represented by only two items with insufficient reliability, while a second factor (‘Friendships’) included items that were not fully congruent with its intended content and had high cross-loadings.  It was therefore decided to retain only one robust factor (‘Teacher and School Support’) for further analysis. Items were excluded based on item characteristics and content relevance. This resulted in an eight-item scale, which was subsequently validated in the second subsample. The final analyses confirmed measurement invariance across both subsamples and different federal states as well as across parents of children with and without disabilities. These findings suggest that the shortened scale is reliable and valid for assessing parental perceptions of inclusive teacher and school support in different contexts. Its application can contribute to incorporating parents' perspectives into discussions about inclusive education. As part of a study in Switzerland in March 2025, the short version will be tested. These results will be complemented and discussed in the presentation. References  De Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181. Kullmann, H., & Blankenstein, L. (2024). GAPS-G – Global Parent Study – Germany: (Globale) Wahrnehmung von Eltern und Erziehungsberechtigten in Bezug auf Förder- und Regelschulen – Deutschland. German Version of the English Questionnaire of Sharma, Umesh (2023): Parental/Carer Global Perception towards Special/Mainstream Education. Project ID: 29469. Melbourne: Monash University. Paderborn: Paderborn University. Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742. Stevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.}}, author = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}}, location = {{University of Belgrade. Serbia}}, title = {{{Parental perceptions of inclusive teacher and school support – Establishment of a short-form}}}, year = {{2025}}, } @inproceedings{59481, author = {{Knickenberg, Margarita and Kullmann, Harry}}, location = {{University of Belgrade, Serbia}}, title = {{{Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}}}, year = {{2025}}, } @inproceedings{66884, author = {{Kullmann, Harry}}, location = {{Universität Flensburg}}, title = {{{Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven}}}, year = {{2025}}, } @article{66768, abstract = {{Das schulische Wohlbefinden von Schüler*innen kann durch die Gestaltung der Lernumgebung positiv beeinflusst werden. Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen.}}, author = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}}, issn = {{0044-3247}}, journal = {{Zeitschrift für Pädagogik}}, keywords = {{Selbsteinschätzung, Wertschätzung, Wohlbefinden, Pädagogische Diagnostik, Schule, Schuljahr 6, Schuljahr 7, Schuljahr 8, Sekundarstufe I, Laborschule, Lehrer, Schüler, Individualisierung, Lerngruppe, Unterrichtsgestaltung, Mitbestimmung, Empirische Untersuchung, Fragebogen, Längsschnittuntersuchung, Mehrebenenanalyse, Inklusion, Einflussfaktor, Unterstützung, Bielefeld, Deutschland}}, pages = {{530--554}}, title = {{{Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}}}, doi = {{https://doi.org/10.3262/ZP2504530}}, volume = {{71}}, year = {{2025}}, } @article{60200, author = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}}, journal = {{Frontiers in Psychology}}, title = {{{Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}}}, doi = {{10.3389/fpsyg.2025.1530689}}, volume = {{16}}, year = {{2025}}, } @article{53207, abstract = {{Das schulische Wohlbefinden ist ein grundlegendes, sozio-emo- tionales Bedürfnis aller Schüler*innen und daher ein zentraler Qualitätsindikator inklusiver Schulen. Wenig ist bislang jedoch über die Entwicklung des schulischen Wohlbefindens in inklusiven Klassen der Sekundarstufe I bekannt. Im Rahmen ei- nes internen Evaluationsprozesses an der Laborschule Bielefeld, der inklusiven Ver- suchsschule des Landes Nordrhein-Westfalen, hat ein interdisziplinäres Team im Forschungs- und Entwicklungsprojekt „Wohlbefinden und Inklusion an der Labor- schule – eine Selbstreflexion“ die Selbsteinschätzungen der Schüler*innen hinsicht- lich ihres schulischen Wohlbefindens untersucht. Hierzu wurden alle Schüler*innen der Jahrgangstufen 6 bis 10 zwischen 2013 und 2018 jährlich zu einer Befragung eingeladen. Auf der Grundlage des zugehörigen, mit vielen Messzeitpunkten und hoher Beteiligungsquote ausgestatteten längsschnittlichen Datensatzes, wurden fürden vorliegenden Beitrag lineare und quadratische Verläufe des schulischen Wohl- befindens von Schüler*innen aus inklusiven Lerngruppen der Sekundarstufe I ver- gleichend analysiert. Unter Berücksichtigung von insgesamt sechs Komponenten des schulischen Wohlbefindens zeigt sich für zwei Komponenten eine lineare Entwicklung: Die Affinität zur Stammgruppe (bzw. zur eigenen Klasse) nimmt über die Sekundarstu- fe I leicht ab, ebenso die wahrgenommenen sozialen Probleme in der Schule. Die Verläufe der drei Komponenten Einstellungen und Emotionen gegenüber der Schule, schulischer Selbstwert und Sorgen wegen der Schule werden hingegen signifikant besser durch eine quadratische Modellierung abgebildet. Für diese zeigt sich mit zunehmender Jahrgangsstufe eine weniger ausgeprägte Abnahme (Einstellungen und Emotionen gegenüber der Schule, Abwesenheit von Sorgen wegen der Schule), der teilweise eine Zunahme in höheren Jahrgangsstufen folgt (schulischer Selbstwert). Das Ausmaß körperlicher Beschwerden verändert sich nicht signifikant in Abhängigkeit von der Jahrgangsstufe. Schulpädagogische Implikationen werden im Beitrag ebenso diskutiert wie die Perspektiven für künftige Forschung.}}, author = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}}, journal = {{Unterrichtswissenschaft}}, keywords = {{Schulisches Wohlbefinden, Sekundarstufe I, Inklusion, Längsschnittstudie · Laborschule Bielefeld}}, pages = {{417--446}}, title = {{{Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}}}, doi = {{10.1007/s42010-024-00199-0}}, volume = {{52}}, year = {{2024}}, } @article{53661, abstract = {{Inclusive education is a key goal of modern educational reforms, yet its implementation is complex. This study examines the roles of teacher attitudes and self-efficacy in predicting their intentions to use inclusive practices across five western countries: Canada, Germany, Greece, Italy, and Switzerland. The study identified both significant differences and commonalities in prediction patterns across these countries. For instance, beliefs about inclusion varied in their significance, being the most influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other predictors, no significant differences were found, and self-efficacy in collaboration was the strongest predictor nominally. The study suggests that, while aspects such as collaboration seem generally important across countries, effective strategies for promoting inclusive education may also need to be tailored to each country’s unique context, considering aspects of historical background of inclusive education, teacher training, and support. It also emphasizes the need to consider domain-specific aspects of teacher self-efficacy, as different facets differently affect teachers’ intentions.}}, author = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}}, issn = {{1918-5227}}, journal = {{Exceptionality Education International}}, number = {{1}}, pages = {{17--41}}, title = {{{How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland}}}, doi = {{10.5206/eei.v34i1.16803}}, volume = {{34}}, year = {{2024}}, } @article{53660, abstract = {{In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educa- tional settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a qualitative study based on structured and semi-structured dialogue, written reflec- tions and previously constructed research to inform a framework to support inclusivity more collectively. Results suggest that nurturing spaces, empathetic relationships, supportive networks and targeted teaching, all contribute to bona fide inclusion, especially if this responsibility is shared and cohesive. Data further revealed that inclusivity is a values-driven process which flourishes when all stakeholders subscribe to common values and tenets regarding socially just educational provision. The authors inculcate the vil- lage-mindset, a now popularly received notion, reinforcing the need for active and deliberate dialogue focusing on shared respon- sibilities and vision. In this paper, we intend to reiterate the need for educational systems which foster more collective, compassionate and nurturing inclusive practice in educational settings.}}, author = {{Subban, Pearl and Woodcock, Stuart and Bradford, Brent and Romano, Allesandra and Sahli Lozano, Caroline and Kullmann, Harry and Sharma, Umesh and Loreman, Tim and Avramidis, Elias}}, journal = {{Teachers and Teaching}}, keywords = {{Inclusive education, inclusive schools, collective responsibility, school community, village mindset}}, number = {{5}}, pages = {{668--683}}, title = {{{What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}}}, doi = {{10.1080/13540602.2024.2338398}}, volume = {{30}}, year = {{2024}}, } @article{43135, abstract = {{Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are discussed.}}, author = {{Sharma , Umesh and Loreman , Tim and May , Fiona and Romano , Alessandra and Lozano , Caroline Sahli and Avramidis , Elias and Woodcock , Stuart and Subban , Pearl and Kullmann, Harry}}, journal = {{European Journal of Special Needs Education}}, keywords = {{Inclusive education, teacher attitudes, teacher self- efficacy, collective efficacy}}, number = {{2}}, pages = {{167–184}}, title = {{{Measuring collective efficacy for inclusion in a global context}}}, doi = {{10.1080/08856257.2023.2195075}}, volume = {{39}}, year = {{2024}}, } @article{66479, abstract = {{Sense of belonging at school (SoBaS) is a basic requirement for every student and a major inclusivity goal for educational institutions. In the present study, we re- port on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering ­ SoBaS. LS is an inclusive experimental comprehensive school with more than for- ty years of experience concerning a non-segregative and diversity-friendly school culture. Based on propensity score matching, the study investigated whether the SoBaS scores of the students at this inclusive experimental school (N= 115) differ from the students visiting inclusive classes in regular state-run comprehensive schools (N= 2376). Furthermore, we examined the factors in the students’ educa- tional environment at LS that may potentially influence their SoBaS. The results indicate that the students attending the LS experienced a higher SoBaS. In additi- on, certain aspects of LS's teaching and interaction culture were identified as aus- picious factors for accomplishing high levels of students’ SoBaS.}}, author = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}}, issn = {{1866-6671}}, journal = {{Journal for Educational Research Online}}, keywords = {{sense of belonging, inclusive education, secondary school, social-emotional needs}}, number = {{2}}, pages = {{250--273}}, publisher = {{Waxmann}}, title = {{{Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}}}, doi = {{10.31244/jero.2023.02.06}}, volume = {{15}}, year = {{2023}}, } @article{31023, abstract = {{Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper- tise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.}}, author = {{Subban, Pearl and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}}, journal = {{European Journal of Special Needs Education}}, keywords = {{Inclusive education, inclusive schools, school leadership, school community, village mindset}}, pages = {{291–302}}, title = {{{Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}}}, doi = {{10.1080/08856257.2022.2059632}}, volume = {{37}}, year = {{2023}}, } @article{36133, abstract = {{Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. }}, author = {{Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}}, issn = {{2158-2440}}, journal = {{SAGE Open}}, keywords = {{General Social Sciences, General Arts and Humanities}}, number = {{1}}, publisher = {{SAGE Publications}}, title = {{{Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}}}, doi = {{10.1177/21582440221079896}}, volume = {{12}}, year = {{2022}}, } @inbook{39614, author = {{Kullmann, Harry and Globisch, Eva-Luisa and Heister, Nicolas}}, booktitle = {{Wege der Kooperation im Kontext inklusiver Bildung}}, editor = {{Serke, Björn and Streese, Bettina}}, pages = {{130 -- 146}}, publisher = {{Julius Klinkhardt}}, title = {{{Hier wie dort? Ein Vergleich der Tätigkeits- und Kooperationsprofile von Schulbegleitungen an inklusiven Gesamtschulen und Förderschulen in Nordrhein-Westfalen}}}, doi = {{doi.org/10.35468/5958}}, year = {{2022}}, } @inbook{39600, author = {{Kullmann, Harry and Stieling, Helena}}, booktitle = {{Kulturelle Bildung }}, editor = {{Scheunpflug, Annette and Wulf, Christoph and Züchner, Ivo}}, pages = {{159 -- 185}}, publisher = {{Springer}}, title = {{{Inklusionsbezogenes Potenzial der kulturellen Bildung am Beispiel des Darstellendes Spiels/Theaters in der Schule}}}, doi = {{https://doi.org/10.1007/978-3-658-35454-1}}, volume = {{12}}, year = {{2022}}, } @inproceedings{44153, author = {{Knickenberg, Margarita and Zurbriggen, C.}}, title = {{{Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method}}}, year = {{2021}}, }