5.3: Prevalence of Emotional and Behavioral Disorders

Among students receiving special education services, 5% are identified as having an intellectual disability (National Center for Education Statistics, 2022). In addition, national data on children’s mental health indicate that the number of children who experience anxiety and depressive disorders has increased over time (Bitsko et al., 2013) and that these disorders often co-occur with disruptive, impulse-control, and conduct disorders (Ghandour et al., 2018). The number of children identified for special education and related services in this disability category is considered significantly lower than the actual number of children estimated to need these services. Experts believe that the negative stigma associated with the term emotional disturbance may be one reason for fewer referrals, especially for younger children. In addition, not all students diagnosed with these psychological disorders perform poorly or are disruptive to the educational environment (Smiley et al., 2022).

Gender and race may also influence referrals for special education and related services. Research suggests that males are more likely to have externalizing disorders, which are characterized by poor impulse control that may contribute to rule-breaking, aggression, impulsivity, and inattention. Females are more likely to have internalizing disorders, which are characterized by anxiety, depressive, and somatic symptoms (e.g., physical pain) (Romano et al., 2001; Sachs-Ericsson & Ciarlo, 2000). Externalizing disorders may be more noticeable in a classroom setting, resulting in more referrals for these students. In addition, Black students are twice as likely to be identified as having an emotional or behavioral disorder than all other racial groups combined (National Center for Education Statistics, 2022).

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Bitsko, R.H., Claussen, A.H., Lichstein, J., et al. (2022). Mental health surveillance among children — United States, 2013–2019. Morbidity and Mortality Weekly Report, 71(2), 1–42. http://dx.doi.org/10.15585/mmwr.su7102a1

Ghandour, R.M., Sherman, L.J., Vladutiu, C.J., Ali, M.M., Lynch, S.E., Bitsko, R.H., & Blumberg, S.J. (2018). Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 206, 256–267.

Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.

Romano, E.L., Tremblay, R., Vitaro, F., Zoccolillo, M., & Pagani, L. (2001). Prevalence of psychiatric diagnoses and the role of perceived impairment: Findings from an adolescent community sample. Journal of Child Psychology and Psychiatry, 42(4), 451–461.

Sachs-Ericsson, N., & Ciarlo, J.A. (2000). Gender, social roles, and mental health: An epidemiological perspective. Sex Roles, 42(9/10), 605–628.

National Center for Education Statistics. (2022). Students with disabilities. Condition of education. U.S. Department of Education, Institute of Education Sciences. Retrieved August 30, 2022, from https://nces.ed.gov/programs/coe/indicator/cgg.