It is important to realize that students who are diagnosed with E/BD often have or should have dual diagnoses. Regular classroom teachers may perceive a sense of ineffectiveness and consequently develop resistance in working with students with E/BD. Mainstreaming students with E/BD allows them to interact and learn more effective interaction styles and interpersonal skills. Behavioral assessments and interventions when implemented on a consistent basis by all involved can help both the teacher and student succeed in the classroom. Students with E/BD present challenges to public schools and stretch a system that is probably already expected to accomplish too much. However, when teachers work in collaboration with school counselors and other members of the school system, the team concept increases consistency for the student and effectiveness of interventions used.