ABSTRACT
The field of emotional disturbance/emotional disorders (EBD) within education is challenging and controversial. The term EBD describes children who exhibit challenging behaviours and feelings under normal circumstances, and the behaviours detract from the child’s ability to progress through curriculum. Historically, these children have been excluded from society and schools for their challenging behaviours. The exact definition of EBD is highly contested among researchers, leading to exclusion of specialised educational services for some children, and the inclusion of specialised educational services to others. The exact causes of EBD are difficult to pinpoint, as EBD can be caused by many variables and the multifaceted nature of human behaviour. Children with EBD require services throughout their lives from multiple agencies including schools, parents, doctors, and community services. Professionals in each agency offer unique skill sets in order to support the child with EBD. Families with children who have an EBD are tasked with a challenge as they face stigma from community members and professionals. Students with EBD struggle with their academics throughout their school careers and do not have positive post-secondary outcomes when compared with peers who have other disabilities.
