This paper discusses the role of social workers in uncovering the learning problems that contribute to the inappropriate school behavior of students classified as severely emotionally impaired. Case studies are used to illustrate students' weakened self esteem, the marked discrepancy between verbal and performance scores, the presence of factors suggesting possible organic or neurological differences, and frequent school practices that ignore the learning domain of students referred for behavior or emotional problems. Successful intervention is seen to include low student-teacher ratios, emphasis on instruction according to students' learning modalities, expectations of positive behavior, discussion with stress on verbal reasoning and problem solving, and social skill building. Reintegration is accomplished gradually. (CL)