The challenges of educating children and youth with intensive social, emotional, and academic needs have been well documented. Students with emotional/ behavioral disorders (EBD) present a range of daily challenges from low intensity, high frequency chronic behaviors such as poor school attendance, disrespect addressed to adults and peers, non-compliance with adult directions, and low work completion, to high intensity, low frequency behaviors such as physical attacks, property destruction, and tantrums (Bradley, Doolittle, & Bartolotta, 2008). In addition to the range and rate of challenges, educators who work with children and youth with EBD are further tasked with working with students along a full continuum from extreme acting out or externalizing behaviors (e.g., physical aggression, noncompliance, frequent learning disruptions) to those who display extreme internalizing behaviors (e.g., anxious, depressed, withdrawn; Kern et al., 2015). When examining the challenges within the school day to educate this population of students, and adding challenges beyond the school day such as legal, family, and community, in which educators are also tasked to play a role, the abysmal postsecondary outcomes for this group of students is understandable (e.g., school dropout, mental health problems, high unemployment; Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005). The challenges and poor outcomes among students with EBD are well known and highlighted throughout this special issue. Across the four articles within this special issue, the author groups offer innovative ways to use science to replicate the successes teachers have had to date with large numbers of children and youth with EBD. In the first two articles, Maggin and colleagues and Lloyd and colleagues propose a "functional behavioral assessment" approach to better guide academic and psychopharmacological interventions selection and progress monitoring. Lane and colleagues offer a logic model with a set of possible intervention points using data gathered across all students. Finally, Farmer and colleagues propose an alternative role for special educators in the delivery and support of social/emotional interventions for children and youth with EBD. Each of the four articles is further discussed herein along with a set of additional considerations related to educating and supporting children and youth with intensive needs.