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Lee, PhD 1, Lauren E. Anson, PhD2, Katie V. Tindol, BS 1, and Vincent Chirimwami, PhD3  \nAbstract  \nThe best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD.  \nKeywords  \nemotional and behavioral disorders, mindfulness, social and emotional learning, elementary  \nStudents who display disruptive behaviors in the classroom often lack the necessary strategies to self-regulate (Lane et al., 2015) . This is especially true for students who have or are at risk for emotional and behavioral disorders (EBD) . These challenging behaviors can be exacerbated in the general education classroom for many reasons including studentshaving demands placedon them, sensory dysregulation, or trouble adequately communicating their needs (Kamet al., 2004) . In this discussion article, we describe some of the difficulties faced by elementary school students with EBD, including the added challenges encountered as a result of the COVID-19 pandemic. We illustrate how educators can use mindfulness strategies with elementary-age students with EBD in educational settings to address these struggles. Practical research- or evidence-based mindful awareness strategies and intervention programs are explored.  \nContextual Background: Emotional and Behavioral Disorders and Comorbid Conditions in the Inclusive Classroom  \nStudents who have or are at risk for EBD frequently have comorbid diagnoses that may include, but are not limited to,  \nemotional disturbance, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and anxiety disorder. Often, these co-occurring conditions exist because students have difficulties with self-regulation, which can result in disruptive behaviors (Bearss et al., 2013). Qualifying for special education services under any of the 13 categories of disability defined by the Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires that students meet a set criterion, which includes documentation that the disability has an adverse impact on a child’s educational performance.  \nDuring the 2020–2021 school year, it was reported that 15% of all public school students received special education services. While 27% of those students qualified for special education services under the categories of autism or other health impairment (OHI), an additional 5% qualified under the category of emotional disturbance (National  \n1 The University of Alabama, Tuscaloosa, AL, USA 2Mountain Brook City School District, Birmingham, AL, USA 3Oregon Research Institute, Eugene, OR, USA  \nCorresponding Author:  \nErica O. Lee, Clinical Assistant Research Professor, Special Education and Multiple Abilities, The University of Alabama, Box 870232, Tuscaloosa, AL 35487, USA.  \nEmail: [eolee1@ua.edu](eolee1@ua.edu)  \nCenter for Education Statistics, 2022). As outlined by IDEA (2004), e","cbCain7NV41YLhSB","https://ap.wps.com/l/cbCain7NV41YLhSB","pdf",424827,"English","# Abstract\n## SEL Challenges for Students With EBD\n## Contextual Background: EBD and Comorbid Conditions in Inclusive Classrooms\n## IDEA Criteria and Emotional Disturbance Requirements\n## Prevalence Trends and Autism Definitions","[{\"question\":\"Why can implementing social and emotional learning (SEL) be difficult for students with emotional and behavioral disorders (EBD)?\",\"answer\":\"The article explains that students with or at risk for EBD may be unregulated and unprepared to engage in instruction. This makes SEL curriculum implementation harder in classroom settings.\"},{\"question\":\"How do daily mindfulness practices support students with EBD?\",\"answer\":\"Daily mindfulness practices help students regulate emotions and behaviors. They also prepare students to engage in instruction.\"},{\"question\":\"What classroom approach does the article recommend for mindfulness in elementary settings?\",\"answer\":\"The article provides examples and models for incorporating informal mindfulness strategies into elementary classrooms. It also discusses intensifying SEL using explicit mindfulness intervention programs.\"}]","How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders | PDF",1792080583]