Recent changes have furthered advancements in identifying and supporting students with Emotional Disabilities. Continue reading to learn more about historical and current trends within this area of mental health!

Before the 20th century, it was common for children and adults with significant behavioral and psychiatric challenges to be separated from their families and institutionalized in prisons and asylums. These locations subjected patients to appalling conditions and harsh treatment.

In the mid-1800s, teacher and reformer Dorothea Dix advocated for better facilities and treatment for all individuals with disabilities. Mental hospitals, offering significantly improved conditions, were established as a result of her efforts.

Terminology

In the early 1900s, the term ’emotionally or behaviorally disturbed’ was introduced to describe children with significant behavioral difficulties. Increasingly, professional organizations were established, with the goal of providing additional support to these populations. Through their outreach efforts, the new term became more popularized. In the 1960s, Project Re-Education was created by psychology professor Nicholas Hobbs. This organization aimed to support students with ’emotional disturbances’ in two southern states. The term gained even more exposure when The Community Mental Health Act of 1963 used the language ‘seriously emotionally disturbed’ to identify a portion of individuals needing services through community mental health centers, an effort intended to lower significant hospitalization rates.

Definition

The Education of All Handicapped Children’s Act of 1975 established the first definition of ‘Emotional Disturbance’ within public schools, including input from psychologist Eli Bower. This definition included five characteristics exhibited to a marked degree over a long period of time: 1) An inability to learn which cannot be explained by intellectual, sensory, or health factors, 2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers, 3) Inappropriate types of behavior or feelings under normal conditions, 4) A general, pervasive mood of unhappiness or depression, and 5) A tendency to develop physical symptoms or fears, associated with personal or school problems. This act was revised several times, most recently reauthorized as the Individuals with Disabilities Education Improvement Act (IDEIA 2004). These legislative actions helped create protections and services for students classified as ’emotionally disturbed’ within local schools.

Controversies

After Bower’s original definition was crafted, lawmakers added a controversial element: the social maladjustment exclusion. Current regulations indicate that a student may be eligible for Emotional Disturbance if they meet one of the five criteria; however, it “does not include children who are socially maladjusted, unless it is determined they are also seriously emotionally disturbed.” The term ‘social maladjustment’ was previously listed in the DSM-II, described as cultural conflict resulting from adjustment difficulties. This phrase is currently undefined in federal law, creating confusion for practitioners attempting to interpret and apply in practice. Within recent years, several researchers and practitioners have called to remove this language from federal statutes. Proponents of this movement argue that the social maladjustment exclusion is unclear, confusing, and may contribute to an under-identification of students needing specially designed instruction.

Terminology, Revisited

Many advocates have encouraged revision around the term ‘Emotional Disturbance’ itself. Language forms cultural perception and is worthy of intentional consideration. The words ‘disturbed’ and ‘disturbance’ have been criticized for implying a negative stigma. As of August 2021, 13 states use the term ‘emotional disability’; six states use that or ’emotional disorder’; two states use ‘emotional impairment’; one state uses ‘behavior disorder’; and one state uses ‘emotional regulation impairment.’ As of July 30, 2024, the state of Texas replaced the term ‘Emotional Disturbance’ with ‘Emotional Disability,’ a change lauded by advocates and reformers.

Educators and policymakers have made significant strides over time to refine the identification of and support for students with Emotional Disabilities. It is encouraging to consider the growth that can occur in the coming decades as we continue to advocate for our children and students.