What behavior might suggest that a student has an emotional disturbance?

The presence of an inability to build or maintain satisfactory interpersonal relationships is a significant indicator of emotional disturbance because it directly affects a student's ability to connect with peers, teachers, and family members. This difficulty can manifest in various ways, including social withdrawal, conflict with peers, or an inability to communicate effectively in social situations. Emotional disturbances often lead to challenges in understanding and expressing emotions, which in turn complicates the formation of healthy relationships.

While high test anxiety, preference for solitary activities, and frequent absences could suggest underlying issues, they do not specifically encompass the relational difficulties that are central to understanding emotional disturbances. High test anxiety can be related to various factors such as pressure to perform but doesn't inherently indicate an emotional disorder. Preference for solitary activities may simply reflect personal interests rather than emotional challenges. Frequent absences might suggest various issues including health problems or disengagement from school but don't specifically address interpersonal relationship dynamics. In contrast, the inability to form or maintain relationships points directly to the social and emotional challenges typically associated with emotional disturbances, making it the most relevant indicator in this context.