| Abstract: | Behaviourally challenging pupils are a permanent feature of the education culture in the United Kingdom. The realisation that this is not a temporary phenomenon is an important ‘re‐definition’. The problem should be seen as part of normal provision. Permanent exclusions from school are rising. Causes of behaviour leading to exclusion should not be assumed to originate within the child. Re‐definition requires recognition of their difficulties. ’Market economy’ and stretched resources militate against the ability of schools to implement recommended measures. There are issues for decision‐makers at all levels including targeting resources. Projects show exclusion is costly and damaging. The funding of preventative schemes would enable teachers to teach and not deny pupils their educational rights. |
