Factors That Influence the Identification of Students as Emotionally Disturbed

• In Event: Mental Health, Trauma, and Well-Being in Childhood and Adolescence

Abstract

A study of IEPs and Psycho-educational reports for 31 students at a special education school in the Los Angeles area found multiple factors that influenced the identification of students as emotionally disturbed. Students were affected by both biological (affective disorders, family factors, impacted physical development, low cognitive development,) and ecological factors (family systems, socio-economical levels, experiences such as trauma, moving, change of schools, and family structure). Students demonstrated dysfunctional behaviors in numerous settings (school, home, and the community), including (a) poor self-management, (b) poor relationships with peers and adults, (c) dysfunctional emotional health, and (d) poor physical management. The reactions of multiple institutions were to control the outward student behaviors. Implications for the field and suggestions for further research are included.

Author

• Lori Andrews, Baldwin Park Unified School District