Abstract
Middle school placements, experiences, and high school outcomes are described for all students with serious emotional disturbance (SED) in a randomly selected sample of students in secondary school who had discipline problems. Differences are examined between students with SED who stayed on track for high school graduation and those who were not on track. Frequent discipline referrals were associated with identification for special education, restrictive placements, and dropout. Practical implications are discussed in relation to the Individuals with Disabilities Education Act Amendments of 1997. Students with SED should be identified before discipline problems escalate in middle school and should be provided with comprehensive interventions based on functional assessments and careful planning for transitions.
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