This paper addresses critical questions concerning the educational needs of African American students with behavior disorders. These include: the historical context; effects of reform and restructuring movements on this population; the unresolved issue of defining "seriously emotionally disturbed" or "emotional or behavior disorder"; the failure of special education to meet the needs of these students; various models of intervention programs (including the psychodynamic, biophysical, environmental, humanistic, behavioral, and cognitive learning models); the critical importance of saving African American youth in the 21st century; and the need for research, policy, and practice to be integrated and focus on understanding and meeting individual student needs. Contains 34 references. (DB)