This volume brings together 12 chapters on self-regulated learning strategies for students who are at risk of school failure, focusing on their academic and behavioral skills and mental and physical health. Psychologists from the US and Canada describe the self-regulatory challenges these students face, how different contexts can help or harm their regulatory functioning, and the components of research-based self-regulated learning interventions and adaptive contexts, with a focus on the role of feedback loops. In each chapter, they discuss theory, interventions and applications, research, and future directions. The first section covers regulatory mechanisms underlying disruptive or maladaptive behaviors like poor attention, weak impulse control, oppositional or lack of compliance tendencies, and disengagement from academic work, including students with attention deficit/hyperactivity disorder and learning disabilities and college students and English language learners. Further sections address students with emotional difficulties like anxiety and depression or chronic health conditions like asthma, and how different contexts affect adaptive regulatory skills, with discussion of professional development training, collaboration between researchers and practitioners, the transition from primary to secondary school, and learning technologies. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)