ABSTRACT
This chapter describes an approach to developing teacher-skills in managing those pupils who are regarded as having behavioural difficulties, or emotional and/or behavioural difficulties (EBD), in one comprehensive school. It is an account of the evolution of a working approach by classroom teachers rather than a theoretical commentary. CSE and non-examination students in Years 10 and 11 were based at the Annexe, over a mile away from the main school. Each subject area was located within a separate department within the main school site. Following an intense period of internal and external reforms, it was clear that the school had to review and redefine its responses to pupils identified as special educational needs. The natural evolution of peer support for teachers working with pupils with perceived behavioural difficulties is outlined as a welcome informal development arising from the increasing number of staff in possession of objective and systematic skills in improving behaviour for learning.
