The purpose of this study was to look at teachers’ perceptions of challenging behaviors in the classroom, including students who had emotional or behavioral disorders and students who were at-risk for developing these problems. In the format of the survey, teachers were asked to consider the behaviors of their students in respect to gender. For male externalized behaviors, the strongest support was for students who lose their tempers during the school day. Regarding internalized behaviors, a majority of participants believed that both males and females seem to be withdrawn during lessons and activities. Teachers were asked to reflect on the screening and identification process as well as on ways to accommodate students. Based on the participants’ responses, there was support for reexamining how students were identified, revealing the necessity for gender-based procedures. The survey also suggested that there was a need for gender-based considerations for working with students.
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