The Individuals with Disabilities Educations Act (IDEA) identifies the condition of Serious Emotional Disturbance (SED) by citing one of the main traits as
An inability to maintain or build satisfactory interpersonal relationships with peers and teachers.
Conduct, whether good or bad, is the product of learned behaviors that have become reinforced over the years and then turned into lifelong habits. This means that, aside from the conditional inability to build or foster relationships, the SED student may very well be also enforced at home to maintain dysfunctional dynamics.
Some of the traits that are attributed to healthy interpersonal relationships include the student's capacity to connect with others through empathy, sympathy, and even tolerance or warmth. Moreover, the ability to motivate self and others, the capacity to work independently, and the seeking of support from others are actually healthy ways of communication.
A dysfunctional home where interpersonal relationships are crass does not display the behaviors and dynamics expected of psychologically healthy families. The dysfunctional home does not consist on a nucleus of support where each member provides support to one another. Instead, the dysfunctional (or unloving) home is known for its negative behaviors: criticism, humiliation, violence, psychological abuse, unfinished businesses, and in some instances sexual abuse.
Any positive influence exterted on the student by a professional school personell might go to waste once the student gets back to a dysfunctional home. A home environment that does not follow up with the best practices decided by a professional team is, literally, limiting and extinguishing any possibility of student success.
Therefore, interpersonal relationships (healthy ones, that is) are of immense importance to any individual. Similarly, those relationships that are volatile and dysfunctional just hinder the natural emotional growth of the individual and weaken any chance of rehabilitation.