ABSTRACT
A group of English researchers (Daniels et al, 1999) studied a selection of mainstream schools which had been identified, through the UK government’s standards inspectorate (OFSTED), as being particularly effective in terms of supporting students with social, emotional and behavioural difficulties. An outcome of their study was a list of five common features associated with good practice. These were:
Leadership: heads and other members of senior management teams (SMTs) provided effective leadership, particularly in communicating appropriate values, ethos and aspirations for the school as a whole.
Shared values: a core of staff worked cooperatively and reflectively with one another and pupils to ensure the active participation of all students.
Behaviour policy and practice: a common, consistent and well monitored behaviour policy for all pupils and staff was in place. A particular feature of this policy was that there was consistency between approaches to dealing with pupils with EBD and those who were not deemed to have EBD.
Understanding EBD: there was a key member of staff who understood the nature of emotional and behavioural difficulties.
Teaching skills and the curriculum: The curriculum was appropriately challenging for all students, and approaches to its delivery were marked by opportunities for children to learn from their own actions, through purposeful involvement in learning tasks.
