Imagine that this morning you have to teach Bradley. He likes to make animal noises, crawl around the floor during story time, and clings onto furniture when you try to send him to the Head. What strategies do you have? Who will support you? Do you feel that you can ask for support? Or will you just go and cry quietly in a cupboard and hope that no one hears? How do you investigate challenging behaviour from the perspective of the teacher? This study, undertaken as part of an Open University postgraduate course, uses a visual mapping technique to find out from the teachers involved, how it feels to be at the sharp end of emotional and behavioural difficulties.