Emotional and Behavioral Disorders

Characteristics：

1. According to the Regulations for the Identification of Students with Disabilities and Giftedness, emotional and behavioral disorders（EBD）refer to persistent and significantly abnormal emotional or behavioral patterns that severely affect a student’s adjustment to school. These difficulties are not primarily caused by intellectual, sensory, or physical health factors.

2. Emotional and behavioral disorders (EBD), an invisible disability is often difficult for others to notice, making it harder for affected students to gain understanding, empathy, and appropriate support.

3. Emotional and behavioral disorders (EBD) encompass both externalizing behaviors (e.g., aggression, defiance, impulsivity, hyperactivity) and internalizing behaviors (e.g., withdrawal, fearfulness, anxiety, depression). Students may also have co-occurring mental health conditions that significantly affect daily life, academic performance, interpersonal relationships, and vocational functioning.

Peer Support：

1. Listen attentively, show genuine care, and offer companionship when interacting with students with EBD.

2. Respond with empathy and avoid criticism or lecturing, as excessive reasoning may cause students to feel invalidated.

3. Offer encouragement in a balanced manner and avoid overly optimistic or insensitive remarks that could intensify frustration.

4. Refrain from suggesting that improvement merely requires “willpower,” as this may lead to guilt or self-blame.

5. If further help is needed, accompany or assist the student in seeking professional support through the counseling center, healthcare providers, or other relevant services.

Recommendations in Teaching：

1. Students with EBD often struggle with daily adjustment and social interaction. Teachers should provide multi-faceted care and guidance to help them build life-management and interpersonal skills.

2. Medication side effects (e.g., drowsiness) or symptoms (e.g., forgetfulness, anxiety, class avoidance) may hinder attendance or learning. Teachers are encouraged to show care and, when necessary, refer the student to the counseling center.

3. If a student appears inattentive, drowsy, or mentally unfocused due to medication, give gentle reminders. In cases of unusual behavior, promptly inform appropriate campus offices.

4. When medical professionals confirm that medication affects cognitive or writing speed, teachers may offer extended test time or an individual testing environment.

5. Because social participation can be challenging, teachers should help students with EBD join appropriate groups for projects, fostering cooperation and inclusion among peers.

**The video is from the YouTube channel of the K-12 Education Administration, Ministry of Education—Special Education Microfilm “That Little Thing About Adding Friends” – Student Edition https://www.youtube.com/watch?v=1yxERQuCsy4  

**There is also a “Teacher Edition” of That Little Thing About Adding Friends. You’re welcome to visit the channel to watch it as well.