The relationship between characteristics of emotional disturbance and the sociometric status of elementary school students was studied. The subjects were 70 nonhandicapped middle-class students enrolled in the first, third, and fifth grades. The Teacher Checklist of School Behavior (TCSB), an instrument based on Bower's (1969) characteristics of emotional disturbance, was completed by the teachers and a peer nomination sociometric was administered. The Pearson correlation coefficients were low but suggested a significant relationship between sociometric status and the TCSB. The strongest relationship (r = .718) suggested that the students who were rated by their teachers as exhibiting the most frequent aggressive interactions were rated by their peers as those by whom they would least like to sit. It appears that there is a significant relationship between sociometric status and characteristics of emotional disturbance, even in a sample of non-handicapped students.
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