-According to the CDC (Center for Disease Control and Prevention), approximately 8.3 million children (14.5%), aged 4-17 years have parents who have talked to a health care provider or school staff regarding their child's emotional or behavioral difficulties.
The Statistics are Alarming...
-In 1999-2000, 51% of students with ED ages 14 and above dropped out of school (U.S. Department of Education, 2002).
-Only 41.9% of students with ED graduate high school. These students have the highest drop-out rates (Larrivee, 2007).
-Half of these students quite school and leave lacking the appropriate social skills that are necessary to be successfully employed (U.S. Department of Education, 2001).
-It is estimated that 32% of youth in juvenile corrections have disabilities. Nearly 46% of incarcerated youth with a disability were identified as having an emotional and behavioral disorder (Quinn, Rutherford, & Leone, 2001).
-Only 41.9% of students with ED graduate high school. These students have the highest drop-out rates (Larrivee, 2007).
-Half of these students quite school and leave lacking the appropriate social skills that are necessary to be successfully employed (U.S. Department of Education, 2001).
-It is estimated that 32% of youth in juvenile corrections have disabilities. Nearly 46% of incarcerated youth with a disability were identified as having an emotional and behavioral disorder (Quinn, Rutherford, & Leone, 2001).
Not only are these statistics alarming, they are disheartening. Can you see why children and youth with emotional disturbances are the most "at-risk" students? Out of all 13 disability categories, Emotional disturbances (ED) has the lowest academic success rate and it only continues to get worse.
How Prevalent is the Disability?
Under IDEA, the disability "emotional disturbance" is the 4th largest disability category. One in five children have a diagnosable, mental, emotional, or behavioral disorder. Children and youth identified as having an emotional disturbance represent 8.1% of all students ages 6-21 being served under IDEA (U.S. Department of Education, 2002). An emotional disturbance is more common in boys than in girls. Boys outnumber girls by 3.5 to 1 (Oswald, Best, Coutinho, & Nagle, 2003).
Lack of Diagnosis and Treatment
According to the Surgeon General, the number of individuals with emotional disturbances is much higher (U.S. Public Health Service, 2000). It is believed that students have not yet been identified or did not qualify for services under IDEA. It is also believed that they are not receiving the adequate support to assist with emotional and behavioral challenges faced both in and out of school. Another scary fact is that some individuals are not even aware that they have an emotional disturbance until they are adults (Burgess, 2012).
On the other hand, there are many youth and children that are well-aware of their disability of an emotional disturbance. There are currently nine million youngsters out there with emotional disturbances that are not receiving the appropriate help and support (U.S. Department of Health and Human Services, 1999). Almost three fourths of children who have an emotional disturbance are not receiving mental health services (Lead Center, 2008).
On the other hand, there are many youth and children that are well-aware of their disability of an emotional disturbance. There are currently nine million youngsters out there with emotional disturbances that are not receiving the appropriate help and support (U.S. Department of Health and Human Services, 1999). Almost three fourths of children who have an emotional disturbance are not receiving mental health services (Lead Center, 2008).
Facts on Instructional Settings
Students with emotional disturbances experience general education settings less than youth with disabilities as a whole (Lehr & McComas, 2005). These students are most likely to benefit from typical social interactions in general education classrooms, but are at-risk of exclusion with their same-age peers in this environment. When looking across disability categories, 9% of students with disabilities as a whole take all special education classes. 16% of students with ED take all special education classes (Lehr & McComas, 2005). Many of these students attend alternative schools due to a specific circumstance such as being behind in credits, suspended, pregnant, parenting, etc. Alternative schools are designed for students who are at-risk for academic failure.
Academic Characteristics
Many students with ED exhibit learning difficulties that make school life even tougher (Falk & Wehby, 2005). The research also shows that students with emotional disturbances may function two or more grade levels behind in content area subjects such as reading, math, writing, and spelling (Lane, 2004). The characteristics of an emotional disturbance are directly related to academic deficits. The disability of an emotional disturbance can also co-exist with another disability. The area of reading poses the greatest difficulty and as students progress through school, it becomes more difficult to give remedial instruction (Falk & Wehby, 2005). Students with ED have trouble progressing through the general education curriculum. On a positive note, some students with ED have average or above-average academic achievement (Mastropieri & Scruggs, 2010)