Abstract
Postsecondary education is an important component of career development and achievement. However, students with emotional or behavioral difficulties (EBDs) are less likely to attend a postsecondary institution than their nondisabled peers and peers with disabilities. This qualitative study explored the experiences of emerging adults diagnosed with an EBD who are working toward their academic goals in a postsecondary setting. The researcher conducted in-depth interviews and brief follow-up interviews with five participants, aged 18 to 25. Various themes emerged from the study, including salient aspects of living with an EBD, how having an EBD impacts their transition experiences at a postsecondary institution, the ability to achieve their goals, and how they are able to manage these challenges.
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