The National Longitudinal Transition Study (NLTS) provided the first national pictureof the lives of youth with disabilities in their high school years and in their transition to early adulthood. NLTS analyses from the early 1990s showed tremendous variation across disability categories in the experiences and achievements of youth, yet the outcomes of youth in the primary disability category of emotional disturbance (ED) were found to be ?particularly troubling? (Wagner et al., 1991, p. 11:3). Youth with ED demonstrated a pattern of disconnectedness from school, academic failure, poor social adjustment, and criminal justice system involvement, although there were positive findings regarding other aspects of their lives, such as employment (Wagner, 1995).The potential social costs of poor outcomes among these youth spurred new policies, programs, and interventions to improve their prospects for a successful transition to adulthood. A National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance (Chesapeake Institute, 1994) was one reflection of that increased national attention, as were amendments to the Individuals with Disabilities Education Act (IDEA) in 1990 and 1997, and research priorities established by the Office of Special Education Programs of the U.S. Department of Education. National Longitudinal Transition Study 2( NLTS 2) provides an opportunity to take another look at youth with ED, and ask how have their experiences changed in the years since NLTS. This Data Brief takes a fresh look at selected characteristics of youth with ED and their households that distinguish them from other youth with disabilities and/or from youth in the general population. It also describes aspects of their school histories and their current school programs and experiences, as well as indicators of their academic performance and social adjustment at school. Finally, the activities of youth with ED outside of school are highlighted. gorous course-taking in general education settings and increased services and supports to help students succeed, suggesting that students with ED may be better prepared to complete high school and to pursue postsecondary education. At the same time, youth with ED have a pattern of difficult experiences associated with school throughout their school careers, and they have parents who express dissatisfaction with their children?s schools and school programs more frequently than parents of youth with disabilities as a whole. This document provides 7 references, 3 footnotes, as well as 9 exhibits illustrating statistical comparisons in each category of the study.