Our efforts in providing Customized Professional Development and Technical Assistance are in direct alignment with our broader goals to Attract, Prepare, and Retain high-quality Special educators in the field of emotional support. By offering targeted networking, support and resources, we aim to attract new talent to this vital area, prepare them with the skills they need to succeed, and retain them through ongoing professional development opportunities. This holistic approach ensures that both our veteran educators and our new educators are well-equipped to meet the diverse needs of their students, contributing to a more effective and supportive educational system for all.
In the 2023-2024 school year, 26, 375 students were identified in Pennsylvania schools as having a primary disability of emotional disturbance. Emotional Behavior Disorders is a high incidence disability which means it is common in public education. Social, emotional and behavior supports are an integral part of a Multi-Tiered System of Supports (MTSS). Many students with emotional behavior disorders are served in a General Education classroom for some or all of the school day while some students may need more intensive supports. Students with emotional support needs may also be classified under other disability categories (ex. Other Health Impairment-OHI) or have not been formally identified.
Sec. 300.8 (c) (4) IDEA Federal Regulations
(4)(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section
4 in 10 students report feeling sad or hopeless and nearly one third experienced poor mental health. (CDC, 2021)
1 in 5 students seriously considered attempting suicide. (CDC, 2021)
According to the Center for Disease Control and Prevention CDC-Kaiser Permanente Adverse Childhood Experiences (ACE) study, 12.6% participants reported experiencing 4 or more ACES. Those who experience 4 or more ACES are at significantly greater risk for health problems, such as heart disease and Alzheimer’s. They are also 12x more likely to attempt suicide, 7x more likely to be an alchoholic, and 4x more likely to inject drugs.
Research suggests that approximately 25% of American children will experience at least one traumatic event by the age of 16. A child’s reaction to trauma can interfere considerably with learning and/or behavior at school. Schools serve as a critical system of support for children who have experienced trauma. https://www.nctsn.org/about-us/about-this-website
We often identify mental health disorders under umbrella terms such emotional disturbance, behavioral disorder or mental illness which can include a wide range of specific conditions such as anxiety disorders, bipolar disorder, conduct disorders, obsessive compulsive disorder, eating disorders and psychotic disorders. Since these are not educational disability categories, students with these medical diagnoses may fall under the educational disability category of Emotional Disturbance or Other Health Impairment. It’s important to note that students may have these medical diagnoses and may not require special education services, instead receive accommodations through Section 504 Service Agreements.