Abstract
Although music teachers are likely to encounter students with emotional disturbances in the classroom, many educators are overwhelmed by the challenges presented by the needs of these students. Limited preservice training and a lack of professional development addressing the disability further compound the issue. Available resources often address an audience of psychologists, crisis interventionists, and classroom teachers, but seldom music teachers. Based on the experience of a practicing music teacher, this article offers strategies and considerations for the music teacher to support students dealing with emotional challenges. With greater attention to consistency, structure, room setup, proper planning, and the identification of emotional triggers, students with emotional disturbances (and their teachers) can find success in the music classroom.
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