Students with emotional or behavioral dis- orders (E/BD) are characterized by inappropri- ate classroom behaviors such as disruptions, aggression, and off-task behaviors that create substantial challenges for teachers and other school personnel (Kauffman, 2001; Walker, Colvin & Ramsey, 1995). Another prominent characteristic of these students is academic difficulty (Ruhl & Berlinghoff, 1992). Students with E/BD (a) are absent from school more than students from any other disability catego- ry, (b) have the lowest grade point average of any disability category, and (c) fail more cours- es than students in any other disability catego- ry (Wagner, 1995). Thus, it is not surprising that students with E/BD have the highest dropout rate of any disability category (Wagn- er, 1995; Wood & Cronin, 1999). The relationship between students’ disrup- tive behaviors and academic failure is a com- plex one (Talbott & Coe, 1997). Some students may first exhibit academic problems, with aggressive acts following poor academic instruction, ineffective and negative feedback from teachers, and poor academic self-compe- tence (Huesmann, Eron, & Yarmel, 1987). Aca- demic failure may result in students’ receiving little positive reinforcement, and school may take on aversive qualities (McEvoy & Welker, 2000). Other students may exhibit disruptive behavior prior to academic difficulties (Talbott & Coe, 1997). Aggressive behavior patterns increase the likelihood that children will develop negative relationships with their teachers (Ladd & Burgess, 1999), and research indicates that problematic relationships between teachers and students with behavior problems in kindergarten are associated with academic and behavioral problems through eighth grade (Hamre & Pianta, 2001). There is also evidence suggesting that teachers provide less academic instruction to students who exhibit problem behavior (Carr, Taylor, & Robinson, 1991; Wehby, Symons, Canale, & Go, 1998), and Carr and colleagues conclud- ed that problem behavior may have been Behavioral Disorders, 29(2), 169–181 February 2004 / 169 FORUM Maureen Conroy and Janine Peck Stichter, Editors Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom Kevin S. Sutherland Virginia Commonwealth University Nirbhay N. Singh ONE Research Institute ABSTRACT: Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and aca- demic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely ineffective academic instruction and/or difficult tasks. The authors suggest that learned helplessness might further explain some of the academic and behavioral deficits that characterize students with E/BD. In this article, the authors review the negative reinforcement cycle posited by Gunter and colleagues, discuss learned helplessness as it relates to the academic and social deficits of students with E/BD, review relevant research, and discuss implications for practice and research. 6Sutherland.qxd 4/7/04 2:44 PM Page 169