Behavioral and academic concerns
The concerns surrounding educating children with emotional disturbance are complex and multi-faceted. This is because the issues facing these children are compounded when students do not receive interventions at a young age; accordingly, their behaviors continue to deteriorate, thus becoming more intense and disruptive. In the end, this affects both their academic achievement and ability to function around others.
Resources, timing, and expertise
According to Eber, Sugai, Smith, & Scott (2002) meeting the challenges presented by these problems requires a significant amount of resources, time, and expertise, especially when the aim is to obtain behavioral and academic improvements. Furthermore, Duda, Michelle, Dunlap, Fox, Lentin, and Clarke (2004) express that timing is crucial, as studies show that the best results are achieved when these students are still in elementary school. To change their behavior and improve academic abilities, it is best to expose these children to highly structured behavioral intervention programs that use research-based academic, behavioral, and ecological interventions.