How can I adapt my classroom (physical environment) to accommodate and support learners with emotional problems?

The book
The Inclusive Classroom: strategies for Effective Instruction cites that
the emotionally/behaviorally disabled (EBD) student needs a classroom environment where safety
and security have to go hand in hand with acceptance and flexibility.

The
first thing to consider is proximity. For this reason, the teacher must develop specific seating
charts and make specific arrangements so that the EBD student is placed as close to the teacher
as possible unless the Individualized Education Plan (IEP) states otherwise. Being in close
proximity often aids some students feel safer and less threatened than if left far from the
immediate periphery of the educator.

The second thing to consider is the
removal of sharp, blunt, or small objects that may be used as weapons. The placement of items
such as scissors, glue, sharpeners, even sharpened pencils and pens must be safeguarded.
Depending on the magnitude of the behavior of the student, these objects should have limited
access. Watch out for markers (fumes) or any other substances for Art, Life Skills and other
courses that are not student-friendly.

Identify distractors as well as
motivators. Avoid the first and make full use of the latter. Ensure that the classroom
environment is conducive to tolerance and acceptance, and always opt for small group instruction
based on level of competence and interest. Open rooms where students do not feel compromised to
merely sitting down are always welcome. Make special emphasis on collective and individual
feedback, and in having the student fully communicated with the rest of the class, with the
teacher, his shadow teacher (if applicable) and every available part of the
classroom.