This book came about as a result of working directly alongside teachers working with challenging children and children with emotional behavioural disorders. These teachers (from Australia and the UK) work with children in mainstream and special education settings. Teachers spend a third of their waking and working day with children. Most teachers in most schools on most days engage students in their learning with effort, energy and goodwill. Many teachers have a passion for making a difference ? even a "deceptively small" difference in children's lives. Their goodwill, energy and patience is sometimes stretched "to the limit" by some of the children they are called to teach, "manage" and support. Some of the children in these accounts are children whose family dynamic does not always support what schools seek to be and do. This book addresses the issue of challenging behaviours and behaviour disorders in schools and how teachers?in a supportive collegial team?have made a significant difference to their students. They have made a direct difference in terms of the students behaviour, attitude, self-esteem and peer acceptance. Following the Acknowledgements, Contributors, and Introduction sections, this book contains the following chapters (1) "Emotional and Behavioural Disorder: the Challenge to Our Thinking, Attitudes and Strategy"; (2) "Understanding Challenging Children and Children with Emotional and Behavioural Disorder"; (3) "Teaching Children with Emotional and Behavioural Disorder"; (4) "The Hard-to-Manage Class: When it is More Than One or Two"; (5) "Working to Build a Co-operative Classroom Group: Classroom Meetings and Building Relationships"; (6) "Essential Principles and Practices that Enable Us to Make a Difference with Individual Children and Classroom Groups"; (7) "Narratives: How Teachers' Stories Connect Us, Support Us, Encourage Us and Enable Us as Teachers". A Conclusion, Appendix, Bibliography, Index, and Author index follow.