ABSTRACT
Pupils presenting emotional and behavioural difficulties (EBD pupils, in the past usually referred to as ‘maladjusted’ children) cause a great deal of concern and often stress to teachers at all stages of the educational system. In recent years, much attention has focused on disruptive behaviour in class, such as abusiveness, defiance, aggression, and bullying, but the needs of children who are inhibited, withdrawn or timid have not been altogether overlooked.
