Which student is most likely demonstrating characteristics associated with an emotional impairment?

The choice of a second grade student who frequently complains of a stomachache in the morning before school reflects behaviors that can be associated with emotional impairments. Such physical complaints, particularly when they arise in relation to school, may indicate underlying anxiety or emotional distress. This situation suggests that the student may be experiencing significant worry or fear about attending school, which is common in students with emotional impairments.

The connection between emotional well-being and physical symptoms is well-documented; children might express emotional struggles through physical ailments, such as stomachaches, headaches, or other somatic complaints. This highlights the significance of considering emotional factors when students present with unexplained physical symptoms.

In contrast, while the other options present situations that could indicate struggling social or emotional skills, they may not be as strongly linked to the concept of emotional impairment as physical manifestations of anxiety. Group refusal, self-criticism, or isolation during recess may suggest difficulties in social interaction or self-esteem issues, but the direct link to emotional distress indicated by intense physical reactions—like frequent stomachaches—points more clearly to emotional impairment.