ABSTRACT
Pupils presenting emotional and behavioural difficulties (EBD) cause a great deal of concern and often stress to teachers at all stages of the educational system. Although specific educational provision for EBD children, particularly those at the secondary school stage, has continued to expand over the past thirty years. EBD pupils who are considered, after assessment, to be in need of some form of special educational provision may be recommended for placement in a special class, unit, or school which caters specifically for pupils with behaviour problems. The key to successful work with EBD children must be the enhancement of teacher's skills in the management of their classes and in coping with behaviour problems as they arise. Although opinion is still sharply divided on the desirability of the establishment of segregated educational provision to cater for some of these children. It is generally acknowledged that most of them will continue to be the responsibility of mainstream school and ordinary class teachers.
