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Although students with emotional and behavioural disorders often have academic defi cits, the interventions provided for these students usually focus on their behaviour. The result may be that the academic needs of this population are neglected and possibly increase due to neglect. While the research is inconclusive, it suggests that there may be a reciprocal relationship between poor academic achievement and problem behaviour. Without early and effective intervention, students with emotionaldoi:10.5206/eei.v17i3.7612 fatcat:2caydz5k4rel5g7vhcr4acc32y