Many children come to school with behavioral problems that impede their learning and disrupt the learning of other children. Already at preschool age, approximately 25% of children demonstrate problematic behaviors that put them at risk of future negative school experiences (Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J, 2009 ). These children display aggression, defiance, bullying of others, poor work habits and inappropriate behavior in the classroom. Over time these behaviors become chronic for some students, and cyclical patterns of bad behavior, reactionary discipline, failed relationships with staff and peers, low self-esteem, and poor academic performance plague these children. Many teachers feel frustrated because they spend most of their classroom management time on the same few children every day. This ongoing anger and frustration further isolates these students from their teachers. Attempts to teach appropriate school expectations and behaviors fail. These students often become problem students each year. Over the course of several years these students begin to see themselves as failures and actively engage in self-sabotaging behaviors that lead to permanent loss of academic achievement after a lifetime of low self-esteem. Many children with severe behavioral problems have significant emotional trauma, severe emotional loss, and deficits in social skills. These problems have never been officially diagnosed or professionally treated despite their effects on children. Children with chronically challenging behaviors often have a history of abuse or neglect. They often come from homes with significant instability or a chaotic environment. Often their parents have histories of drug abuse or mental illness. Acco...... middle of paper ......Social interactions in Head Start classrooms and early reading, mathematics, and approaches to learning. School Psychology Review, 40(1), 39-56. Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J. (2009). Preventing and improving chronic problem behaviors in young children: An ecological classroom-based approach. Psychology in Schools, 46(1), 3-17.Gest, S. D., & Gest, J. M. (2005). Reading tutoring for students at academic and behavioral risk: Effects on time spent on classroom activities. Education and Treatment of Children (ETC), 28(1), 25-47.Matheson, A., & Shriver, M.D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34(2), 202-219.Sitler, H. (2009). Teaching with awareness: The hidden effects of trauma on learning. Clearinghouse, 82(3), 119-123.