ABSTRACT
Children of average intelligence who are emotionally disturbed often function at a low intellectual level, and intelligence tests may show the level at which they are functioning rather than their potential. Many teachers who are most willing to help such children find it very difficult to know just how to begin, and it is necessary to consider the practical difficulties people shall encounter, and what people can do for these deviant children without harming or neglecting the other members of the class. The ordinary sub-normal child thrives in the permissive atmosphere of such a class, but it is impossible to overstress the importance of the classroom climate in the treatment of the seriously maladjusted child, who needs to be tolerated and accepted by his classmates as well as by his teachers. Maladjustment must be tolerated and treated with sympathy, but it must never become a cloak for laziness, nor a licence to be slap-dash or idle.
