Self-regulation problems Many times SI-children come to school under such stress and emotional turmoil, "that they can't function." It was observed they can come to school with "unbearable levels of pain and anxiety," which is especially difficult for the younger students, "who do not have the maturity of more complex coping schemes, and tend to hold in the emotional turmoil until it comes to its breaking point."

Externalizing behavior problems A number of participants mentioned the association, in their experience, between students who chronically act out and who also come from substance abusing homes. They noted that substance-impacted children were "more defiant, mean, and combative…while having a harder time getting along in general-especially the boys."

Internalizing behavior problems Disengagement, sleeping, sadness, and lethargy marked a cluster of educator identified withdrawal-internalizing behaviors. Participants saw the SI-children's disconnection manifested in their lack of care about the practical things that are necessary for success at school. From the participants' perspective, it was not so much that substance-impacted kids acted out that bothered them (even though that did), but more often participants were bothered that these children simply did, "as little as possible."

Self-corrective behavior problems As the saying goes, "to err is human," yet, appropriate school behavior demands that children learn from their mistakes. It was pointed out by a number of participants that substance-impacted kids are often deficient in this area. As one principal put it, "With some children who misbehave, once they understand there are consequences for their behavior, they will regroup and have better self-control. I think the kids that are impacted by substance abuse don't seem to have that capacity, so they're repeat offenders, violating school rules, and then end up in our offices frequently."