Based on a national examination of English special schools providing for pupils with emotional and behavioural difficulties, this work identifies factors associated with good practice. It offers advice on how schools can become more effective in providing for troubled and challenging pupils. The book also highlights aspects of successful provision which can be applied in mainstream schools and pupils referral units.

Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. This topical and exhaustively-researched book examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children.