Understanding & Supporting Children with Behavioral Disorders in Schools
- Accounts Recievable
- Sep 5
- 3 min read
Updated: Oct 14
The Scope of Behavioral & Mental Health Challenges
“Behavioral disorders” is a broad term encompassing conduct disorders, oppositional defiant disorder (ODD), ADHD with behavioral issues, and related emotional or regulatory conditions. According to recent data:
Among children ages 3–17, approximately 8 % have a diagnosed behavioral disorder (10 % of males, 5 % of females) in the U.S. (CDC)
More broadly, children with mental, emotional, developmental, or behavioral (MEDB) conditions account for over 20 % of children aged 3–17. (National Home Visiting Resource Center)
Between 2016 and 2021, prevalence of mental, behavioral, and developmental disorders increased from 25.3 % to 27.7 %. (CDC)
In one survey, 4.6 % of children aged 3–17 had a history of disruptive behavior disorder (DBD), with prevalence twice as high in boys (6.2 %) than girls (3.0 %). (PMC)
Among children ages 5–10, about 5 % met criteria for behavioral disorders, rising to ~6.2 % for ages 11–16. (Nature)
These numbers show that behavioral and emotional support is needed by a significant portion of students.
Educational & Therapeutic Strategies That Work
Positive Behavior Interventions & Supports (PBIS)Schools using PBIS define clear expectations, teach them explicitly, and provide consistent reinforcement. This proactive model focuses on preventing misbehavior rather than just reacting to it.
Individualized Behavior Support Plans (BSPs)Behavior plans tailored to each child’s triggers, strengths, and needs are essential. Plans should include strategies for de-escalation, reinforcement, replacement behaviors, and coping skills.
Teaching Emotional Regulation & Coping Skills: Students benefit from direct instruction in recognizing emotions, self-monitoring, and strategies like deep breathing, counting, or seeking support when overwhelmed.
Frequent, Specific Feedback: Immediate and specific positive reinforcements (e.g. “I noticed how you used your break card when frustrated”) help guide behavior change. Similarly, redirecting students calmly and consistently helps maintain structure.
Tiered Support & Small-Group Interventions: Not all students need the same level of intervention. A tiered model (core strategies, targeted groups, individual intervention) ensures resources are used effectively.
Collaborative Multi-Discipline Teams: Teachers, school psychologists, counselors, and families should work together to spot patterns, consistency across settings, and carryover strategies home.
Trauma-Informed Practices & Safety Nets: Some behavioral challenges stem from trauma, adverse childhood experiences, or unmet emotional needs. Schools that adopt trauma-informed principles (e.g., recognizing triggers, building trust, offering choice) can better support these students.
Challenges & Realities
Behavioral issues may co-occur with learning disabilities, ADHD, anxiety, or autism spectrum conditions, making diagnosis and support more complex.
Consistency is difficult: students benefit most when strategies are reinforced across classrooms, home, and therapy settings.
Educator burnout or lack of training can undermine behavioral support efforts.
Outside-of-school stressors (family, socioeconomic, health) influence behavior and should be considered.
Atlas Academy’s Approach to Behavioral Supports
At Atlas Academy:
We adopt a proactive, compassionate lens: we ask “What’s behind the behavior?” rather than simply punishing.
Our staff receive ongoing professional development in PBIS, de-escalation, trauma-informed care, and positive behavior support.
We build flexible structures that balance expectations with empathy, helping students grow self-regulation over time.
We partner with mental health professionals, counselors, and families so behavior plans are consistent and holistic.
By combining academics with social-emotional support, we help students not only succeed in school but also develop lifelong skills in emotional intelligence, resilience, and self-management.
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