This article systematically gathers the current state of research on effects of different schooling systems for students with emotional and behavioral disorders, and discusses essential findings. Effects on fostering are differentiated according to contents; the outcome in research shows how obviously these are relevant. Large gaps in research on the one hand and contradictory results on the other hand strongly suggest that before specific special education schools should be responsibly abolished in favor of mainstream schooling more thorough empirical research is to be done. Holding up a specific range of institutional offers seems to be strongly recommended for the benefit of the children and adolescents involved.