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Students with emotional/behavioral disorders (EBDs) have a number of characteristics that distinguish them from other students with special needs. Some teachers may be aware of these problems through their teaching level, level of education, and/or experience in education but others are not. This study was conducted through a survey to determine teachers' perspectives of students with EBDs because an important relationship exists between what is believed by teachers about such students and what is practiced concerning them. Participants in this study included 296 general education teachers from Saudi Arabia. The results showed that the participants who responded to the survey have neutral perspectives on the characteristics of students with EBDs. The study has found additional significant differences between male and female teachers regarding their perceptions of characteristics of students with EBDs. No significant differences were discovered in the level of education, the number of years of teaching experience, or the school level taught. Implications and conclusions are discussed.

The ADHD Rating Scale—5 for Children and Adolescents, School Version, has been adopted and validated to be used in assessing ADHD among school children within Western contexts. However, there are few assessment tools in use for identifying ADHD characteristics in children in Sudan. Therefore, this study aimed to investigate the psychometric properties of this rating scale in the context of Sudan. To accomplish this, data were collected on a sample of 3,742 school-aged children and adolescents as reported by their teachers. Psychometric properties can be classified as very good, with very high reliability (>0.90), and high construct validity tested by exploratory and confirmatory factor analysis. Thus, the ADHD Rating Scale—5 for Children and Adolescents, School Version, is valid, reliable, and suitable to use for assessing ADHD symptoms among children and adolescents in the Sudanese context.