To a large measure, students are not identified with behavior problems when they achieve high test scores and when they come from supposedly good homes and attend good schools that are located in good neighborhoods. This kind of underidentification creates myriad problems for students, classmates, teachers, parents, and communities. In addition, current reform and restructuring efforts appear to emphasize academic performance and ability measures to the detriment of other educational outcomes. One potentially useful measure for students with behavior problems is emotional intelligence, and general and special educators are urged to focus on this type of intelligence. This article explains the operational conceptualizations of emotional intelligence and discusses the roles of general and special educators in developing such intelligence in students with behavior problems.
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