Adolescents and children classified as having an “emotional disability,” “emotionally disturbed,” or “emotional disturbance (ED)” are notably under-identified and underserved in special education (Forness, Freeman, Paparella, Kauffman & Walker, 2007). Being a voice for the voiceless for the ED population means consolidating the relationship between ideas; this paradigm is about building a capacity for awareness, care, collaboration, equity and social justice. New ideas in special education have opened the door for the development of a more diverse and comprehensive approach to thinking about agendas in special education. While numerous topics have captured the attention of educators and advocates, perhaps one of the most anticipated areas of discussion continues to be the ED population. The overrepresentation of U.S. minority students identified as ED in special education programs plagues schools and challenges researchers and practitioners. Although the Individuals with Disabilities Act of 2004 (IDEA) specifies guidelines, the process of identifying students as ED and therefore qualifying them for services can however be a subjective process. Research encourages this subjective process and issues related to stark inequalities among the ED population (Oswald & Coutino, 1999). Furthermore, the next step is to openly criticise, discuss and debate the issues and promote political change. Additionally, this article discusses the ED population and critical issues regarding eligibility/labeling, FAPE, access to the general curriculum, and continuity of placement. Eligibility & LabelingIDEA defines an emotional disorder (ED) as: "A condition characterized by one or more of the following... half of the document... supports this population. Many conclusions have emerged from my reflection on the critical issues facing the population ED. The fundamental conclusion I see is the need for support in the ED. I believe that being a voice for the voiceless for the ED population means consolidating the relationship of ideas between them; care, collaboration, equity and social justice through the process of my discovery, strengthened by the context of this assignment, my learning needs have blossomed requiring further investigation of the ED population and policies, now I am left to consider whether these policies regarding the ED population should be understood as ideologically and politically constructed entities rather than policies emerging from educational research on best practices?