Disruptive, antisocial behaviour remains an ongoing issue for all schools, and particularly those identified as inclusive. Children who exhibit elevated levels of antisocial behaviour have an increased risk of numerous negative life consequences, including impaired social relationships, escalating aggressive behaviours, substance abuse, and school dropout. Schools remain committed to the use of exclusions as response to disruptive behaviours, justified in terms of protecting the teaching and learning environment of others. However, exclusions disrupt the educational and social supports of these "high-risk/high-needs" students at a time when they need it most. Schools remain confounded, citing insufficient resources and time. This paper suggests student behaviour self-monitoring presents opportunities for a combined intervention and assessment strategy, increasing the capacity to identify and respond to incidents of disruptive behaviour for all students before patterned disruptive behaviours emerge or are constituted as problematic.