Students handicapped with emotional or behavioral disabilities (EBD) have difficulty managing their feelings. Few, if any, of them have appropriate adult relationships in their lives (Solar, 2011, p. 40).

Emotions can be a barrier or an aid to learning. Although any learners may be too upset to learn, emotions cannot be excluded from the literacy classroom. A balance of emotion and safety is crucial. Where anger is allowed free reign, women’s fears will be increased. Exploring fear, risk, safety, and anger can help learners create strategies to deal with these emotions and avoid creating blocks to learning. (Horsman, 2000, p. 200)

Defining EBD

The Individuals With Disabilities Education Act (IDEA) defines an emotional or behavioral disorder (disability) as at least one defined characteristic exhibited over a long period of time and to marked degree that adversely affects a child’s educational performance. (Solar, 2011, p. 41)

The defined characteristics, according to Solar (2011, p. 41 – 42), are:

• an inability to learn that cannot be explained by intellectual, sensory, or health factors
• an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• inappropriate types of behavior or feelings under normal circumstances
• general pervasive mood of unhappiness or depression
• tendency to develop physical symptoms or fears associated with personal or school problems

How Do Students with EBD Behave?

They “may ask questions for which they want deeper answers, not a dismissive answer trying to appease them” (Solar, 2011, p. 42).

What Do Students with EBD Expect?

They expect “teachers to be honest with them when they ask for advice. They do not expect the teacher to fully understand their problems; often times they just want the teacher to listen” (Solar, 2011, p. 42).

But the key is not only to listen but to hear what the student is saying (Solar, 2011, p. 42)

How Can You Reach These Students?

One of the most effective steps teachers can take is to practice active listening in order to understand the full message students are trying to convey (Solar, 2011, p. 42). The table below (p. 43) compares the differences between active and nonactive listening:

Lieberman and colleagues reported in 2007 that “the process of consciously labeling troublesome emotions has a direct calming effect on those emotions” (Bath, 2008, p. 20). Teachers should be especially cognizant of the vocabulary that students use to identify their feelings and in turn discuss those emotions using the same terminology the students chose.

Solar (2011, p. 42) also suggests a number of activities teachers can suggest to these students to help them express their emotions safely:

• writing or drawing … feelings if a confidant is not around
• letting the student know that you could check in with them from time to time
• asking him or her what is the best way to interact with him or her
• providing him or her with a safe place to relax
• helping him or her find ways to manage stress
• reinforcing his or her choices

He also provides ten additional strategies to educators in Figure 1 (p. 44):