While there is an extensive and substantial body of epidemiological research on gender-specific differences regarding the prevalence, persistence, and comorbidity of Emotional and Behavioral Disorders (EBD) in childhood and adolescence, empirical research on inclusive education largely lacks a differentiated and gender-sensitive research approach. However, initial empirical findings indicate that girls with internalizing behavior problems are to be considered a particularly vulnerable group in school regarding their social integration, their self-concept, their well-being in school and their perception and interpretation of social interaction processes. Can girls with internalizing behavior problems thus be referred to as the 'forgotten gender' of empirical research on inclusive education?
This content aligns with Goals 15, 16, and 10 by discussing how UGGps actively involve local and indigenous peoples, preserving and celebrating their culture; emphasizing the bottom-up approach of UGGps, which involves active participation of local and indigenous communities; and showing how preservation of indigenous cultures, traditional knowledge, and practices within UGGps promotes cultural diversity and inclusion.
Sleep and Sport: Physical Performance, Mental Performance, Injury Prevention, and Competitive Advantage for Athletes, Coaches, and Trainers, 2024, pp 137-164
