Behaviour problems are the concern of all educators. In this chapter Graham Upton explores the systemic approach, which focuses on the context of the classroom, school, family and even society on resolving difficulties. This is a challenge to traditional approaches in working with children and young people in schools, which has been a child-centred view of behaviour. In schools there is a tendency to conceptualise difficulties in behaviour and learning in ways whereby the pupil is seen as being, or having, the problem. For the teacher concerned with establishing an effective learning environment for a whole class of children or young people, the pupil who does not participate easily in classroom activities, the pupil who disrupts those activities and the pupil who fails to learn from them is a pupil without whom life would clearly be easier and more rewarding. Working from the assumption that education in general, and schools in particular, are positively good features of our society, historical attempts to understand and intervene with problems such as these have traditionally focused on the individual in isolation from the immediate context of the classroom and school and the broader context of family and society.