ABSTRACT
In this chapter Ted Cole considers positive behaviour management from the perspective of the political, theoretical and research agenda. He emphasises the importance of both accepting and valuing pupils who challenge the system, and of developing whole-school, positive behavioural policies which help to build up staff confidence in managing difficult behaviour. Although there is an emphasis on those pupils who are considered to have emotional and behavioural difficulties, his examples demonstrate essential principles in action for work with a range of pupils with special educational needs.
