The excert was taken from a study on ADHD/Learning Disability (LD), but there's a lot of good information that likely applies to various neurological disorders. It can be read in its entirety at www.ldonline.org/ld_indepth/add_adhd/ael_behavior.html . "Chronic school failure demoralizes children, can cause loss of status and rejection by peers, destroys self-esteem, and undermines feelings of competence. As a result, it can undermine a child's attachment to teachers, parents, school, and the values they promote. It also generates hopelessness and helplessness. Children cease to believe that their efforts make a difference in outcomes.12,13,14 For delinquent youngsters, "school is not a place of attachment and learning, but of alienation and failure."15" "...antisocial behavior evolves over the course of childhood, often beginning in the preschool and elementary years and peaking in late adolescence/early adulthood. Direct, early intervention can halt its progress; once firmly established, however, antisocial patterns become more difficult to change and can persist into adulthood." "For disabled children, comprehensive assessment and individualized education programs (IEPs) can help identify and maximize children's strengths while detecting and accommodating weaknesses that add to risk. Although schools cannot change underlying neurological impairments that affect children's cognitive, social, and emotional performance, they can help prevent impairments from causing academic and social failure by providing appropriate accommodations and early intervention."