Students who exhibit inappropriate and disruptive behaviors may do so for a variety of reasons. The variety of explanations for problem behaviors can lead to confusion about which specific interventions are best for each student. There are often assumptions that knowing the cause of a problem behavior will help determine the best way to manage it. However, finding an effective intervention does not necessarily indicate the origin of the cause of troublesome behavior. In fact, multiple causal factors are interrelated, with the most common causal factors being family, school, biology, and culture. Taking into account previous analysis on biological and familial causal factors, this article aims to answer the following questions about the potential impact of school and cultural influences on emotional or behavioral disorders (EBD):1. Why should educators think about how schools might contribute to disorderly behavior? 2. How can inconsistent management and ineffective teaching contribute to emotional and behavioral problems?3. How do conflicts between cultures create stress in children and young people?4. How could we describe a neighborhood that supports the development of appropriate social behavior? There are multiple answers as to why educators should think about how schools might foster disorderly behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalizing emotional and behavioral difficulties. However, according to Kauffman and Landrum (2013), school may contribute to disordered behavior in one or more of the following ways:1. Insensitivity to students' individuality. The probability of academic failure and its associated problems are in the middle of the final data set. Journal of Emotional and Behavioral Disorders, 15(1), 33-45. Kauffman, J.M. and Landrum, T.J. (2013). School and culture. In SD Dragin & MB Finch (Eds.), Characteristics of emotional and behavioral disorders in children and youth (pp. 134–176). Upper Saddle River, NJ: Pearson. Lochman, JE, Boxmeyer, CL, Powell, NP, Qu, L., Wells, K., & Windle, M. (2012). Study on the diffusion of coping power: effects of intervention and special education on academic achievement. Behavioral Disorders, 37(3), 192-205. Sullivan, T.N., Helms, S.W., Bettancourt, A.F., Sutherland, K., Lotze, G.M., Mays, S., Wright, S., & Farrell, A.D. (2012) . A qualitative study of individual and peer factors related to effective nonviolent or aggressive responses to adolescent problem situations and high-incidence disabilities. Behavioral disorders, 37(3), 163-178.