Students who exhibit inappropriate and disruptive behavior may do so for a variety of reasons. The variety of explanations for problem behavior can cause confusion about which specific interventions are best suited to the individual student. It is frequently assumed that knowing the cause of problem behavior can help you find the best way to manage it. However, finding an effective intervention does not necessarily point to the root cause of the problem behavior. Indeed, multiple causal factors are interconnected with the most common causal factors being family, school, biology, and culture. In view of previous analysis on biological and familial causal factors, this article aims to answer the following questions about the potential impact of school and cultural influences on emotional or behavioral disorders (EBD):1. Why should educators consider how the school might contribute to disorderly behavior? 2. How can inconsistent management and ineffective education contribute to emotional and behavioral problems?3. How do conflicts between cultures create stress in children and young people?4. How might you describe a neighborhood that provides support for the development of appropriate social behavior? There are multiple answers as to why educators should consider how schools might foster disorderly behavior. Teachers' reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013), the school may contribute to disorderly behavior in one or more of the following ways:1. Insensitivity to students' individuality. The probability of academic failure and the problems associated with it are found in the... middle of the paper... final data set. Journal of Emotional and Behavioral Disorders, 15(1), 33-45.Kauffman, J. M., & Landrum, T. J. (2013). School and Culture. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of emotional and behavioral disorders in children and youth (pp. 134–176). Upper Saddle River, NJ: Pearson.Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Wells, K., & Windle, M. (2012). Diffusion of coping power study: Intervention and special education effects on academic achievement. Behavioral Disorders, 37(3), 192-205. Sullivan, T. N., Helms, S. W., Bettancourt, A. F., Sutherland, K., Lotze, G. M., Mays, S., Wright, S., & Farrell, A. D. (2012) . A qualitative study of individual and peer factors related to effective nonviolent versus aggressive responses to problem situations among adolescents and high-incidence disabilities. Behavioral disorders, 37(3), 163-178.