Ebd In Children

The prevalence of emotional and behavioral disorders among children is not peculiar to our current days. In the 1960’s, the Educational Psychologist named Marjorie Boxall, who worked at the Inner London Education Authority (ILEA), noticed how difficult it was for some students to adapt with the demands of school and maintain a healthy relationship with people around them. Those children mostly came from families that were affected by the stressful social, economical and political disturbances that took place at the time. Having to deal with a lot of hardships, those children’s parents were incapable of meeting their children’s need for a secure and loving experience in their early years of age (Boxall, 2002).
Accordingly, those children struggled so much with learning and performing at school effectively when they were emotionally deprived and distorted. Their volatile behaviors not only hindered their academic progress, but it also provoked a medium of stress and helplessness among their teachers who failed to contain their challenging behaviors in class. This also negatively affected other students who didn’t suffer from EBD but were distressed
It has been reported widely that in the year 1991 there were already mounting numbers of excluded children, including 5-years old children who were considered too hard for their teachers to handle (Bennathan and Boxall, 2012). The increasing numbers of excluded children serve as a sign for rising numbers of children with EBD. It is also worth highlighting that there are several students who don't have difficulties extreme enough to get them expelled, but who are still incapable of pertaining an appropriate level of work and behavior, and who are negatively influencing the learning process of their peers in the classroom (Bennathan and Boxall,