5 Strategies for Supporting Emotional Disability Categories

I am excited to introduce this week’s guest blog from Allie from Miss Behavior to explain all about the diagnosis of emotional disability. Allie is a mom, author, and special educator with a passion for social emotional learning, equitable behavior practices, and trauma informed practices. She is here today to explain more about emotional disability in our students and how we can best support them.

Disability categories ebb and flow and change regularly. At one time, we called students as Emotionally Disturbed, or having a Behavior Disorder, and nowadays we refer to this label as Emotional Disability or having an Emotional Behavior Disorder. Some people may refer to this as a student having ED or an EBD.

Does it really matter what words we use? Yes, it does. Language matters. There is always a reason why language changes when referring to populations of people, and there is a specific reason why this language changed. There is no longer a defined difference in having an emotional disability or a behavior disorder, it is now considered one in the same.

In special education classrooms, teachers encounter a diverse range of students with unique needs and challenges. One group that requires special attention and support is students with emotional disabilities. These students often exhibit various emotional disabilities concerns that can impact their academic progress and social interactions.

As a special education teacher, it is crucial to understand the nature of emotional disabilities and implement effective strategies to support these students. This blog post will explore the characteristics of emotional disabilities and provide practical techniques for creating a supportive learning environment that fosters emotional well-being and academic success.

How does a student get identified as having an emotional disability?

According to IDEA (Individuals with Disabilities Education Act), a child must exhibit at least one of the following to a marked degree and it must adversely affect their educational performance:

struggles with learning and it cannot be explained by intellectual, sensory or health factors
struggles to build and/or maintain meaningful interpersonal relationships with peers and teachers
given normal or typical circumstances, the child exhibits unmatched behavior or feelings
a general pervasive mood of unhappiness or depression
a tendency to develop physical symptoms and/or fears associated with personal or school problems

Emotional disability encompass a wide spectrum of conditions that affect a student’s emotional and behavioral functioning. Students with emotional disabilities may experience difficulties in regulating their emotions, managing stress, and establishing positive relationships with peers and adults.

Common challenges faced by these students include anxiety, depression, mood swings, impulsivity, and social withdrawal. It is important to recognize that emotional disabilities are not a result of laziness or defiance; they stem from underlying neurological, environmental, or genetic factors. By understanding the unique needs of students with emotional disabilities, special education teachers can implement targeted interventions to support their growth and development.

Special education law covers the 13 disability categories. This is the only eligibility that a school can categorize a student. A school evaluation team makes this decision together around a table alongside the child’s guardians (who are technically on the team!). Diagnoses like conduct disorder, ODD, bipolar, depression, etc. are clinical diagnoses and can only be made by specific clinical medical professionals.

Just because a child has a clinical diagnoses and comes in with paperwork, this doesn’t necessarily mean that the child qualifies for an IEP. The school evaluation team will have to follow their process in order to determine if they are eligible under one of the 13 disability categories, which could potentially be emotional disability. Some students qualify for OHI (Other Health Impairment), a 504 Plan, but only a school eval team can actually made that decision. Here is a great breakdown of the difference between a clinical diagnosis and school identification.

What can we do to support various students?

A positive and supportive classroom environment is essential for students with emotional or behavioral disability. Here are some strategies that special education teachers can employ to promote emotional well-being:

Establishing Routines and Predictability: Students with emotional disabilities thrive in structured environments that provide clear expectations and routines. Establish a predictable daily schedule, and communicate it visually to help students anticipate and prepare for transitions. Clear expectations for behavior, assignments, and activities will reduce anxiety and promote a sense of security.
Implementing Behavior Management Techniques: Develop a behavior management plan tailored to each student’s specific needs. Utilize positive reinforcement strategies, such as praise, rewards, and a token economy system, to motivate and reinforce desired behaviors. Clearly define consequences for inappropriate behavior, ensuring they are consistent, fair, and focused on teaching alternative skills rather than punitive measures.
Building Emotional Regulation Skills: Teach students strategies to identify and regulate their emotions effectively. This may include implementing mindfulness exercises, deep breathing techniques, or providing a designated space for students to self-regulate. Encourage open communication about feelings and provide opportunities for students to express their emotions in a safe and supportive manner.
Collaborating with Support Staff and Families: Maintain open lines of communication with support staff, such as school counselors, psychologists, and social workers, to develop comprehensive support plans for students with emotional disabilities. Regularly collaborate with families to gain insights into students’ strengths, triggers, and effective coping mechanisms. Family involvement and support are crucial for consistency between home and school environments.
Providing Individualized Instruction and Support: Tailor instruction to meet the individual needs of students with emotional disabilities. Offer a variety of learning modalities, provide additional time for assignments or assessments if necessary, and break tasks into manageable steps. Differentiated instruction ensures that students can access the curriculum at their own pace and level, promoting success and building self-confidence.

What are some additional resources about this disability category?

There are tons of great professional development books and professional organizations that give valuable and meaningful information about students with emotional disturbance disability. I love the Council for Children with Behavior Disorders (CCBD) which is a division of Council for Exceptional Children (CEC). If you’re looking for statistics and facts, here is a comprehensive article from EdWeek that lays it all out for us.

Special education teachers play a vital role in supporting students with serious emotional disability. By understanding the unique challenges these students face and implementing effective strategies, educators can create a supportive classroom environment that fosters emotional well-being and academic success. Remember, each student is unique, and it may require a combination of strategies, ongoing assessment, and adjustments to meet their specific needs. With compassion, patience, and collaboration, special education teachers can make a significant difference in the lives of students with emotional disabilities, helping them reach their full potential and thrive both academically and emotionally.

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