In this article, the author proposes a family systems approach, where parents and children alike follow relationship rules that allow no intimidating verbal abuse or physical abuse. Many children who are socially and emotionally disabled, with no presenting biological cause, are often such due to the discomfort they experience in their world of home and/or school. They may be contending with verbal, emotional, or physical abuse, as well as a lack of respect on the part of parents, teachers, and/or peers. They may be experiencing elements of abandonment, neglect, isolation, and a lack of unconditional, positive regard. Some schools can bear a strong resemblance to the proverbial dysfunctional home, particularly for the student who has learning differences or different interests. Teachers often are taxed by the large number of students in their class, and therefore they are apt to ignore the needs of the student with differences. Children can become socially and emotionally disabled when the adults and peers in their world do not value them.