Towards Inclusion? Models of Behaviour Support in Secondary Schools in One Education Authority in Scotland

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector.
In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours.     

Sisters’ stories: a psychosocial perspective on families,peers and social class in resistance and conformity to education

This article places identification at the centre of a discussion about sisters, families, shaky class locations, and resistance and conformity towards schooling. Drawing on ideas from group psychology, and placing sisters centre stage, it seeks to shed light on some of the push and pull of unconscious processes and flows of affect across and between generations and groups, and their place in the educational identifications of working‐class girls.     

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