Troubled, Emotionally Challenged, And Difficult Students

Abstract

Recent tragic, news-worthy events of troubled, emotionally-challenged, and difficult students on campus have reinforced to faculty the potential risks, resources, and responsibilities they face in the teaching and learning process. Most faculty engage in the teaching-learning process because they are passionate about their subject matter. Indeed, it is often a shock for new professors to realize that not every student shares their enthusiasm for the discipline. Even more shocking for these faculty, however, are the nature and types of student issues and behaviors they must mitigate in the classroom.