The Subjective Label That Follows Students: Emotional Disturbance in Special Education

"The category 'emotional disturbance' (EBD) in special education allows schools to separate students deemed disruptive from regular classrooms—often leading to isolation and lower academic outcomes, particularly for students of color from low-income families."

Overview

The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities receive education in the least restrictive environment. Yet one disability category stands apart: EBD is the only classification that does not require a medical or psychological diagnosis. Its criteria are subjective, including phrases like "an inability to build or maintain satisfactory interpersonal relationships."

Approximately 300,000 students in the U.S. are labeled EBD, representing about 4% of all special education students.

Students with EBD are:

• More likely to be educated in separate schools from their peers
• At higher risk of incarceration
• Less likely to achieve self-sufficiency in adulthood

Experts note a troubling pattern: Students of color are disproportionately labeled EBD, while white students exhibiting similar behaviors are more often classified under categories such as "other health impairment" or autism.

Case Study: Walter

Walter, a student in Minnesota, was labeled EBD in early elementary school after displaying aggressive behavior such as throwing objects and biting.

By high school, he was placed in a separate special education classroom for most of his day. Multiple suspensions caused him to struggle with credits, and he was eventually transferred to Journeys Secondary School—a separate school that focuses on life skills rather than academic credits.

"He did not graduate on time but walked in the graduation ceremony. He continues to work toward completion."

Challenges and Criticisms

Teachers and researchers argue that the EBD label often follows students through their education, limiting their ability to integrate into general education.

• The stigma of being labeled "bad" is internalized by students.
• Separate classrooms can hinder behavioral and academic learning because students model peers with similar challenges.
• The federal definition of emotional disturbance is considered outdated and overly subjective.

Attempts at Reform

During the Obama administration, St. Paul public schools attempted to mainstream EBD students, but the effort was unsuccessful due to implementation issues.

Some districts are now using Medicaid funds to provide wraparound therapy and family support, helping EBD students transition into general education.

Broader Context

Since the COVID-19 pandemic, the number of students qualifying for special education has increased, with children of color overrepresented.

The Trump administration has proposed shifting education toward state control, which researchers say could exacerbate disparities. Meanwhile, special education teacher shortages persist nationwide.