Self-concept is an integral part of identity development for adolescents. This study was designed to test Estonian and the UK adolescents' self-evaluations about one specific aspect of self-concept - emotional self. The research groups in this study of self-concept consisted of 100 adolescent Estonian and the UK between 10-17 years: 50 boys and 50 girls from Estonia and 50 boys and 50 girls from UK. The aim of the research project was to study the perceptions and experiences of young people with SEBD of their emotional learning and development and how this accords with their actions, beliefs, values and expectations. This study is based on a multi-dimensional concept of self that identifies specific dimensions conceptualized by Robert Plutchik's (1980) theory of emotions. Both quantitative and qualitative data was collated using questionnaires and semi-structured interviews. Over the past 20 years, research has demonstrated that children's emotional and social skills are linked to their early academic standing (Wentzel & Asher, 1995). Children who have difficulties controlling negative emotions of anger and distress do less well in school (Arnold et al., 1999; McClelland et al., 2000). For many children, academic achievement in their first few years of schooling appears to be built on a firm foundation of children's emotional and social skills (Ladd, Kochenderfer, & Coleman, 1997). A range of psychological/social/environmental factors may impact on children and young people diagnosed with emotional and behavioural difficulties (Cooper, 1999) including typically experiences of family breakdown, early trauma and mental health problems. Research also indicates that children and young people with SEBD exhibit social- skills deficits, are more aggressive and withdrawn and self report increased loneliness and social dissatisfaction. Young people who are rejected or engage in early disruptive behavior are at increased risk for later delinquency and anti-social behaviour (Asher et al, 1990; Parker & Asher, 1987). Further research indicates (Armstrong, 2002) that children and young people with SEBD are less likely to have a strong sense of empowerment and resilience to adversity in their lives. The research identifies both similarities and differences between the two groups in how young people perceive their emotional well-being and the impact this has on their lives. In conclusion the authors discuss policies and strategies for development. Arnold, D. H. et al. (1999). Promoting academic success and preventing disruptive behavior disorders through community partnership. Journal of Community Psychology, 27(5), 589- 598. Asher, S. R., Parker, J. G., & Walker, D. L. (1996). Distinguishing friendship from acceptance: Implications for intervention and assessment. In W. M. Bukowski, A. F. Newcomb, & W.H. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 366-406). New York: Cambridge University Press. Armstrong, D. (2002) 'Pathways into and out of Crime: Risk, Resilience and Diversity', European Society of Criminology Annual Conference, Toledo, Spain. Cooper, P. (1999) Understanding and Supporting Children With Emotional and Behavioural Difficulties. London. Jessica Kingsley. Farmer, T. W., Farmer, E. M., & Gut, D. M. (1999). Implications of social development research for school- based interventions for aggressive youth with EBD. Journal of Emotional and Behavioral Disorders, 7, 130-137. Goldman, D. (1995) Emotional Intelligence. New York. Bantam. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373-1400 McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly 15(3), 307-329. Parker, J. G., & Asher, S. R. (1987). Peer relations and later adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389. Plutchik, R. (1980). Emotion: A Psychoevolutionary Synthesis. New York: Harper and Row.