Childhood trauma is a significant public health issue in the United States. The experiencing of traumatic events can result in deficiencies in developmental, social, emotional, and behavioral self-regulation, impairing academic progress. The functional core aspects or primary domains of impairment (academics, relationships, self-regulation, and physical functioning) observed in children exposed to complex trauma are similar to the five distinguishing characteristics of emotional disabilities (EDs) as defined by the federal government: inability to learn, relationship problems, inappropriate behavior or feelings, unhappiness or depression, and physical symptoms or fears. This qualitative grounded theory study explored whether traumatic experiences warrant consideration in the identification of students with ED and if a trauma subcategory added to ED eligibility criteria would better serve students who have experienced trauma with their academic and social emotional development. Analyses of data gathered from two focus groups conducted with clinical and school psychologist and 10 semistructured interviews held with special educators generated five major themes: (a) origination of referrals for special education occur within and outside of school settings, (b) inconsistent recognition and assessment of traumatic events, (c) clinicians not trained to conduct trauma assessments which could potentially impact special education eligibility, (d) expansion of the ED subcategory definition to note the presence of traumatic experiences, and (e) existence of comprehensive therapeutic responses that effectively address the effects of traumatic experiences. Data analysis supported the belief that traumatic experiences do warrant consideration in the identification of students with ED with the addition of a trauma subcategory added to the ED definition, which could better serve students who have experienced traumatic events. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]