ABSTRACT
Students with emotional and behavioral disabilities consistently compromise the learning environment for themselves and others. They often challenge authority figures and undermine their efforts to establish a positive classroom climate, and decisions about how to manage their behavior and emotional presentation often take precedent over discussions about classroom instruction and academic achievement. Despite substantial efforts to meet the educational needs of this vulnerable population, many of these students fail to find success in school. This chapter identifies the variables most commonly associated with challenging students and proposes a model for re-conceptualizing family–school collaboration.
