ABSTRACT
This chapter explores the issue of social, emotional and behavioural difficulties (SEBD), their nature, and the ways in which they can be addressed in schools. Central to the chapter is contention that a biopsychosocial approach provides significant advantages in understanding and dealing with SEBD. Five ‘reflective questions’ are interspersed throughout the text: consideration may assist in consolidation and understanding of the major themes covered in this chapter.
