This paper critically appraises four problem-solving approaches, based on a range of theoretical perspectives and procedures, which are currently used in educational settings to support adults to find solutions to complex problems that arise within classrooms and the wider school community. The four approaches are: Circles of Adults; Teacher Coaching; Collaborative Problem-solving Groups; the Staff Sharing Scheme. The principle aim of all of these interventions is to enable school staff to generate solutions to problems so that children and young people who are causing concern are perceived in ways which lead to more constructive actions and outcomes. A second aim is to build the capacity of those working in schools by developing their skills and self confidence as problem-solvers and decision-makers; the assumption being that they will be more able to solve similar problems in the future largely on their own, without the need for extensive external support. The paper then considers the relative strengths and limitations of each approach in relation to practice. (Contains 1 table.)