ABSTRACT
All teachers are bound at some time or another to experience children whose behaviour can be a problem. Surveys have generally indicated that behavioural problems have become progressively more important to schools, with Figure 10.1 showing that in England the level of permanent
exclusions rose more than four times over the period from 1990-1 to 1996-7. The reduction that seems to have begun after this period is probably due to increased pressures on schools to retain pupils rather than to any improvements in underlying behaviour.
