The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker, 2012). When looking at all students served in special education under IDEA, students with ED comprise roughly 6% of the total population. From approximately 2003-2012, the trend in identification actually showed a decrease in the number of students identified as having ED (National Center for Educational Statistics, 2015). If this is true, why do schools feel increasing pressure to effectively address students' emotional and behavioral needs? In North Dakota, the December 2015 Child Count revealed that 6% of all students identified as having a disability under IDEA were found to be eligible under the category of emotional disturbance. The trend in North Dakota has shown a slight increase in the number of students identified with ED in recent years, but overall this population has remained stable.The Guidelines for Serving Students with Emotional Disturbance in Educational Settings is intended to serve as a resource for Individualized Education Plans (IEP) teams looking to comprehensively address the needs of this population of students. The purpose of these guidelines is to: (1) Update previous guidance on serving students with ED; (2) Clarify eligibility criteria for ED to promote consistent understanding and application in identification practices; (3) Promote consistency in evaluation procedures that are culturally sensitive and non-biased, and yield results that assist with determining eligibility and the development of effective educational programming; (4) Provide suggestions to school-based practitioners on evidence-based practices and strategies to improve academic and behavioral outcomes for students with ED; (5) Provide guidance to IEP teams on placement procedures, which include a focus on necessary supports and services in the least restrictive environment (LRE); and (6) Identify state and national resources for educators that support school-based programming, as well as family and community supports that will contribute to improved outcomes for students with ED.