Common Misconceptions

Three commonly held beliefs about those with mental health disorders and EBD are unfounded and revolve around the influence of biological, family, and school factors. This section will share information that dispels each one.

Biological

Behavior and emotions are certainly influenced by genetic, neurological, and biochemical factors or combinations. Nevertheless, it is usually impossible (only in rare instances) to establish a relationship between a biological factor and EBD (Kauffman & Landrum, 2017). For instance, there are no direct relationships between temperament, disease, malnutrition, brain trauma, and substance abuse with EBD. However, there is no question that these factors can predispose children to EBD, but the direct cause is still difficult to establish. This is because once a biological disorder occurs, it nearly always creates psychological and social problems (Kaufmann & Landrum, 2017). Thus, it is hard to tease them apart. Medication can be beneficial in combination with other interventions that address children with EBD who experience psychological and social difficulties (Forness & Beard, 2017).

According to the Yale Medicine Child Study Center (2022), using medication to help with mental health challenges is becoming more common among children. Many children now take medications for attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). Also, psychotropic medications may be prescribed for children who have autism, obsessive compulsive disorder (OCD), depression, and other mental health conditions. “Drugs can be helpful as part of a comprehensive treatment plan that also includes psychotherapy, family therapy, and, if needed, school and community interventions focused on providing necessary supports,” says Andres S. Martin, MD, MPH, a Yale Medicine Child Study Center psychiatrist. When making decisions about medication, Dr. Martin says that it is always important to address the full context of a child’s life, including peer and family relationships, and academic and developmental progress.

Family

Blame or criticism is unfounded, as no credible findings allow caregivers to be blamed. According to Kaufman and Landrum (2017), some child-rearing practices are better than others. Yet, children growing up in neglectful, incompetent, or abusive homes can sometimes have no significant social, emotional, or behavioral concerns. In contrast, children with caregivers who are supportive sometimes have serious EBDs. Most caregivers with children who have EBDs want them to be successful and are willing to do anything to help them. These caregivers need support to help them deal with usually very challenging home environments. There are many networks organized to provide such support and resources.

School

Educational environments are sometimes also blamed for a child’s behavioral difficulties. However, as with biological and family factors, there is no evidence to support this claim (Hallahan et al., 2019). Nevertheless, a child’s temperament and social/emotional development might interact with the behavior of peers and teachers, contributing to behavioral issues (Hallahan et al., 2019).  It is crucial that teachers do not contribute to students’ struggles, and that they eliminate whatever negative contributions they might be making (Kaufmann & Brigham, 2009).