Because epilepsy and psychological development have commonalities and cross-over effects in etiology and pathology, such that epilepsy and ADHD, epilepsy and Tourette’s syndrome, behavioral problems, language, cognitive, and overall developmental disorders may coexist. However, for each pediatric patient with epilepsy, the degree to which seizures, therapeutic medications, and educational life environment affect each of these abilities should be specifically analyzed, and psychological and life coaching should be emphasized in the treatment of epilepsy, with concern for the quality of life of the child. Social environmental factors have a significant hindering effect on the learning ability of children with epilepsy. Social-environmental factors come first from the family and second from society. When a family has a child with epilepsy, the psychological reaction of the parents is complex, generally going through stages of shock, denial, sadness, complaint and adaptation and adjustment. Some parents can adapt more quickly, while others can stay at a certain stage for a long time, when they tend to overstate the disadvantages of having a child with epilepsy, take too much protection for the child, over-organize, indulge in behavior, and neglect learning. This makes children with epilepsy more prone to learning difficulties and emotional disorders and other behavioral problems. The denial attitude of parents can make the child not get the best treatment or be disliked, further aggravating the child’s psychological disorder. There is also a widespread fear and rejection of epilepsy in the community, which also adds to the low self-esteem, negativity, isolation, or loss of confidence in the future of the patient. In 1989, a group of uncomplicated children with epilepsy were evaluated and found to be at least 1 year behind their peers in reading ability. The reasons for the occurrence of learning difficulties in children with epilepsy are unclear and may be related to the age of the first seizure, the frequency of seizures, and the location of the lesion. In conclusion, the emergence of behavioral problems in epilepsy is multifactorial, and the more pronounced the behavioral abnormality, the more detrimental it is to full control of epilepsy and to a normal life. The first step is to analyze and differentiate the causes of abnormal behavior in children with epilepsy. If caused by the seizures themselves, organic brain damage and medications, pathological treatment should be given mainly, and for those due to psychological and social causes, reasonable intervention should be made. The relationship between epilepsy and mood disorders is particularly important in the diagnosis and treatment. It is common to be referred to neurology with a primary diagnosis of seizures for multiple forms of mood disorders such as panic, jitteriness, seizure headache, abdominal pain, altered confusion, and convulsion-like seizures. Other patients diagnosed with epilepsy have been repeated several times during treatment with twitching, headache, mental and emotional symptoms, suspected worsening of epilepsy, drug reactions, and changes in condition. Although there are no exact incidence data to date, the prevalence of mood disorders in patients with epilepsy is high, and their manifestations are highly correlated with the original form of seizures, or with seizure aura or post-seizure status. On the other hand, the abnormal mentality of parents, who are overly nervous, associate some physical symptoms not related to epilepsy with epilepsy, and often make suggestive inquiries about the child, resulting in anxiety, depression, and fear in the child. Psychiatric behavioral abnormalities in children with epilepsy manifest in various forms, such as capricious, irritable, agitated, timid, suspicious, destructive and aggressive behaviors, but depression, social withdrawal, compulsiveness, hyperactivity, discipline, cruelty and somatic complaints are the most common factors, especially depression, hyperactivity and discipline, which are common in both sexes. Low intelligence and incompletely controlled seizures are particularly notable, but on the other hand, improper education, family tension, and problems with older siblings are more common. Approximately 25% of behavioral abnormalities in children with epilepsy are precipitated by environmental stress. The most common precipitating factor in school-age children is examinations, followed by family conflict, excessive parental attention or neglect, all of which can perpetuate symptoms. Some individual children are able to induce and control episodes on their own to some extent. For the treatment of psychological disorders, Chinese medicine has more significant efficacy advantages. Other anxiolytics, central stimulants, anti-OCD and antidepressant drugs are also available. In terms of functional and cognitive training, it is best to seek the guidance of a psychologist. In conclusion: Since the common characteristics of children’s psychobehavioral development are age-specific and strictly oriented and sequential, and irreversible, generally from perceptual disorders – motor disorders – cognitive, language interaction, emotional disorders – abstract thinking disorders – motor disorders, it is important to pay close attention to the level of perceptual-motor development during infancy and early childhood. To 2~4 years old onwards, in addition to motor function, it is important to understand speech and language skills and interaction skills. In addition to the aforementioned, behavioral problems, especially attention deficit disorder, hyperactive behavior, school terror and separation anxiety, should be paid attention to during preschool. After school age, problems of academic discipline, academic performance, interaction ability, and character disorders become increasingly prominent. Somatization symptoms due to various mood disorders increase, and separation dysthymia and transference dysthymia are not uncommon.