The purpose of this non-experimental correlational quantitative study was to examine the relationship between race and special education under the disability category of ED for kindergarten through 12th-grade students in four school districts in the greater Houston area. The study had three research questions regarding racial representation, the likelihood of being diagnosed, and racial disproportionality for Black, Hispanic, and White students being special education diagnosed as emotionally disturbed. The study's sample population included kindergarten-12th grade students diagnosed as emotionally disturbed in 521 public schools in the greater Houston area. The research revealed that between the 2020-2023 school years, an average of 1,004 Black students, 859 Hispanic students, and 674 White students were diagnosed as emotionally disturbed. A risk analysis and chi-square goodness of fit test determined that Black and White students were more likely to be diagnosed as emotionally disturbed, causing them to be overrepresented in special education under the disability category of emotional disturbance. Developing a better understanding of the relationship between race and special education under the disability category of ED would be helpful for local school districts and state leaders. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]