The term Emotionally Disturbed Children refers to youngsters who present severe behavior problems or emotional issues in the classroom to such a degree that their ability to be successful academically and socially in school is significantly compromised.

Emotionally Disturbed Children account for almost one percent of the school age population. Research indicates that minorities are over represented in this disability category compared to Caucasian students. Causal factors range from neurobiological factors, such as problems regulating impulsivity, short attention spans, etc. to more environmentally based conclusions such as poverty, single family homes, etc. As with most disabilities, Emotionally Disturbed Children as a group are primarily male.

The determination of whether a child qualifies for service is based upon the following definition:

"The term (Emotionally Disturbed Children) means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

a) An inability to learn which cannot be explained by health, sensory, or intellectual factors.

b) An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers

c) Inappropriate types of behavior or feeling under normal circumstances

d) A general pervasive mood of unhappiness or depression

e) A tendency to develop physical symptoms or fears associated with personal and school
problems.

(ii) The term (Emotionally Disturbed Children) includes children who are schizophrenic or autistic. The term does not include children who are socially maladjusted, unless it is determined that they are seriously emotionally disturbed."

 Emotionally Disturbed Children and others with severe behavior problems can sap the energy from even the most veteran teachers. Teachers have not been taught to deal with behaviors such as physical aggression, defiance, tantrums, verbal harassment and non-compliance consistently and effectively. As youngsters are being regularly included into the general education setting, understanding the needs of Emotionally Disturbed Children and having the tools to help them be successful remains the single most requested area of professional development program by teachers in the classroom.

Support 4 Teachers addresses the needs of Emotionally Disturbed Children as well as other youngsters who exhibit behavior problems from a positive behavior supports approach. Initially, skills in providing a high degree of external structure are taught to teachers and teacher assistance. Once these external structures are in place, the second area of concentration relates to instruction of alternative behaviors and learning ways to cope with life’s stress. Finally, providing the guidance so that students can take internal responsibility for their behavior without the external supports is necessary.

 Students with emotional disturbances can exhibit behaviors that leave even the most seasoned educators feeling burned out. It can be frustrating for educators when they feel they’ve lost control of the classroom. Tantrums, defiance, aggression, poor academic progress, poor social skills and passive noncompliance of requests (such as putting heads down on desks) can present a challenge. But educators can have success with children who have emotional disturbances if they get support from co-workers and consistently implement behavioral strategies and classroom management techniques.