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Abstract

All students have emotional and behavioral difficulties periodically. Some students have difficulties at a rate, duration, and intensity significantly higher than those of their peers. We summarize the knowledge base on the development, maintenance, and change of emotional and behavioral disorders across the school years. Building from dynamic systems models of human development, we consider how student and context level factors work together to contribute to intensive needs. We discuss what leaders can do to support students and educators in these contexts.

Keywords

adolescent behavior(s)child behavior(s)cross-system collaboration development(al)

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The Origins and Plasticity of Emotional and Behavioral Problems: Why Some Students Have Intensive Needs and What Leaders Can Do

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