ABSTRACT
This chapter first reiterates how different perspectives can illuminate provision for pupils with BESD by looking specifically at explanations of conduct disorder and anxiety. I then examine interventions in relation to the pupil’s age and cognitive development; the different levels at which the interventions are supported (local authority, school, classroom); the compatibility of interventions; and approaches that bring together provision at LEA and school levels. Finally, I consider how interventions might be justified.
