Which of the following students is demonstrating characteristics most often associated with an emotional impairment?

The selected answer is indicative of characteristics commonly associated with emotional impairment because the student’s frequent stomachaches before school could suggest anxiety or distress about attending school, which are often linked to emotional difficulties. Emotional impairment can manifest through various physical complaints, particularly in children who may not yet have the verbal skills to express their feelings directly. This behavior might indicate underlying emotional issues that need to be addressed in a supportive educational environment.

Other options, while displaying notable behaviors, illustrate different areas of concern. The fifth-grade student who consistently refuses to participate in physical education may demonstrate avoidance behavior, which could relate to social anxiety but does not directly indicate a broader emotional impairment. The third-grade student excelling academically yet struggling with peer relationships reveals social skill deficits, which might not align with the broader spectrum of emotional impairment as their academic success suggests resilience in other areas. The first-grade student displaying excessive energy and disruption could be more characteristic of Attention-Deficit/Hyperactivity Disorder (ADHD) rather than emotional impairment specifically, showing the importance of distinguishing between different types of behavioral and emotional issues.