This small-scale study explored some aspects of the use of Pastoral Support Programmes, which were introduced by the DfEE in 1999 to promote social inclusion by reducing school exclusions. Issues explored were the level of involvement of educational psychologists (EPs), pupils, parents and other agencies, the conceptualisations of Pastoral Support Programmes held by senior school staff, and the factors that EPs associated with successful outcomes. The results revealed a wide degree of variation across all aspects investigated and the study recommends further research on determining and disseminating best practice in this area, and especially the role that EPs should play in the process.