ABSTRACT
Prior to the arrival of the Education Reform Act in 1988, personal and social development (PSD) received wide and substantial political support in a range of official government publications (HMI, 1983; 1986). A large number of LEAs registered their formal support for PSD by publishing their own individual policy statements and guidelines on the area (Pring, 1987). In many respects, this plethora of policy statements and guidelines at both national and local levels simply reflected the diverse array of practice concerning PSD in secondary schools at the time.
