ABSTRACT
A number of inner-city education authorities are no longer able to make special provision for children with special educational needs (SEN). Many are excluded from the school system and since the Education Reform Act 1988 increasing numbers of excluded children are becoming members of subculture subsystems outside school. Teachers express increasing concern about the education of children and young people who, from their behaviour in school, are thought, or known, to be suffering distress. The majority of teachers are skilled practitioners who provide a classroom atmosphere that is conducive to learning, and play, for children of all school ages. A school subsystem working with a teacher consultant can provide an opportunity for the group to reflect on its relationship to the whole institution and how its behaviour will have an effect on the whole school policy and belief system.
