Emotional-behavioral disorder (EBD) refers to a situation in which an individual’s behavioral or emotional response in school is so different from generally accepted norms according to age, ethnicity, or culture that it negatively influences academic progress, social relationships, personal adjustment, school behaviour, self-care capacity or vocational skills. Depending on how they are expressed, emotional disorders can be internalized disorders, when they are reflected in subjectivity, and externalized disorders, when they are reflected in behavior. The paper describes the causes of emotional-behavioral disorders, such as a series of biological, social, emotional and cognitive factors, and how they influence the entire activity of the schoolboy, both learning and interpersonal relationships of the preadolescent; how some students display a multitude of undesirable behaviors in relation to the educational objectives and in contradiction with the norms and values of the school. From this perspective, it is very important to evaluate and diagnose the student’s mental health, both for the realization of a specialized intervention plan at the level of the school and the school counselor’s office, as well as for the evolution of the future adult. The content of the article reflects the analytical and synthetic study of the scientific literature dedicated to the emotional-behavioral disorders of preadolescents with the perspective of continuing the research by administering a well-prepared psychological instrument to evaluate, diagnose and develop an integrative and specialized psycho-pedagogical program to alleviate/overcome the emotional-behavioral disorders behavior of preadolescents.