This booklet describes an inclusive approach to disaffection in Merton Education Authority, a school district southwest of London (England). Instead of concentrating on providing for students with emotional and behavior difficulties in an off-site behavior support center, Merton switched its main efforts to preventing difficult behavior through supporting mainstream schools. Components of the program include: (1) establishing a lead support service to concentrate on preventative projects that work on behavior issues rather than direct, individual support to pupils in crisis; (2) closing the local education authority's (LEA) off-site unit for disaffected and excluded pupils and setting up alternative mainstream programs; (3) closing the LEA's special school for primary pupils with emotional and behavioral difficulties and providing for primary pupils in mainstream classes with high levels of multi-professional support; (4) operating three levels of intervention for behavior support work: (a) supporting whole school behavior initiatives and approaches, (b) supporting class behavior initiatives and approaches, and (c) providing direct support for individual pupils, including pupils with statements, who are assessed as having emotional and behavioral difficulties); (5) working a partnership planning process between the behavior support service and schools and teachers in which colleagues form other agencies and voluntary groups are often involved in jointly delivered projects; (6) expanding monitoring and evaluation arrangements to track pupil exclusions and reintegration; and (7) adopting a flexible approach to understanding behavior using a range of different perspectives. (Author/CR)