A major factor complicating efforts to address the needs of these youth is the issue of definition. The Federal definition of the seriously emotionally disturbed, who are eligible for special education services, excludes students whose behaviors indicate social maladjustment rather than an underlying emotional disturbance. However, no logical or empirical basis exists from excluding socially maladjusted students from special education programs just because these youths are handicapped. The educational system has not yet been able to meet the needs of these youths. Major reforms are unlikely, but several changes that consider current resources would be helpful. Schools should adopt systematic procedures for screening, identifying, and intervening with students at risk for emotional or behavioral difficulties early in their school careers. In addition, the Federal definition of seriously emotionally disturbed should be changed to include the socially maladjusted and to shift its emphasis. Further needed changes include the establishment of standards for the treatment of behavioral disorders in schools and the improvement of better coordination between educational and community services. 60 references.