ABSTRACT
Professionals' views of the root cause of students' behaviour have considerable influence over how behaviour considered as problematic is addressed. For example, there is considerable research evidence to suggest that teachers' ways of thinking about, and emotional reactions to, behaviour perceived as disturbing bear a strong relation to their 'intentional' and 'actual behaviour' (Poulou and Norwich, 2002, p. 111). Internationally there is a drive towards the inclusion of all students in mainstream education. It is crucial, therefore, to consider wavs of viewing student behaviour that can both enable all students to derive the maximum benefit from their education and add to and support a sense of professionalism among teachers and other educators.
