The environment in which a child grows up can have positive or negative effects on him. Factors that lead to emotional and behavioral disorders in children can be difficult to accurately identify (Walker & Sprague, 2000). In class the teacher often identifies this student but it is mistaken for defiance, this leads to the student being punished for his frequent misconduct in class and in return the student becomes even more rebellious. As is true with most disabilities, the specific causes of emotional or behavioral disorders remain subtle. However, the relationships between some causal factors and this disability are becoming increasingly clear. For example, children who experience physical abuse are more likely to be identified with emotional or behavioral disorders (Cauce et al., 2000). A link between poverty factors and this disability is also evident (Children's Defense Fund [CDF], 2004; Hosp & Reschly, 2002). And it is likely that for some children a biological explanation will emerge (Forness & Kavale, 2001). For these students, teachers have an important role to play in ensuring that their academic potential is used. The easiest way for teachers to begin teaching these students is to first identify the students and their behaviors and give them the attention they need. It is likely that students suffering from this disorder are often distressed, uncomfortable and scared for no apparent reason. In an inclusive class of such students, teachers should consider following these simple remedies to help such students and avoid excluding them from the curriculum. Be sure to keep the classroom rules simple and clear. Rules, which could be considered a form of communicating expectations, can be… half the story… Teachers also need to ensure equal treatment for all students in the class. This will help you avoid favoring students with EBD and ADD over other students and vice versa. Teachers managing students with EBD should consider using motivational teaching strategies. It is unfortunate that most of these students are often exposed to negative experiences in school and this reduces their study morale and they do not feel the need to strive and excel in their studies. It is therefore necessary for the teacher to implement strategies that are motivational and encouraging for students to increase their desire to study and visualize success. Rewards and positive feedback from the teacher will go a long way in ensuring that the student becomes a better artist and participates in class activities more often. (Lewis and Sugai, 1999)