ABSTRACT
Of all pupils in school, those with emotional and behavioural difficulties (EBD) are probably responsible for the highest levels of stress among teachers (Travers and Cooper, 1996). Pupils with EBD are a heterogeneous group which includes those who internalise their behaviour and are withdrawn, as well as those who externalise their behaviour and act in confrontational ways. The latter tend to receive the most attention, both in terms of teacher time and in the literature, since they are very difficult, if not impossible, to avoid.
