Social, emotional, and behavioural disorders of children, within the context of a whole-school approach to inclusion as adopted by Hong Kong, can be challenging for teachers and parents. Based on a comprehensive review of the literature and feedback from a range of experts and parent groups in Hong Kong, specific scales were developed to measure…

Against the background of increasing stress and pressures in young people's lives and their apparent manifestation in social, emotional and behavioural problems in schools, there has been a renewed interest in nurture groups as an educational intervention. Nurture groups are designed to address the unmet social and emotional needs of young…

A review of international research literature on teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties (SEBD) is presented. Particular attention is given to evidence defining the qualities and skills of effective teachers and the value of behavioural and cognitive behavioural…

In this paper some key practice and policy implications emerging from a review of literature on effective teacher strategies for social, emotional and behavioural difficulties are set out. Particular attention is given to implications in relation to the development of teachers' skills.

Nurture Groups have come to play a key role in the mainstream education of young children experiencing social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education, and Yonca Tiknaz, EdD Research Associate, both of the School of Education at the University of Leicester, explore the perceptions of mainstream…

The student voice is growing rapidly in education, driving many educational initiatives and policies as well as research. The voice of students with social, emotional and behaviour difficulties, however, is one of the least heard, with relatively few studies that sought to capture the voice of these students in an authentic and emancipatory way.…

This article discusses preliminary research results that indicate placement of children (n=216) with emotional/behavioral difficulties into a Nurture Group has a positive effect on a significant proportion of pupils. There is also evidence that the parents of children in Nurture Groups benefit from the positive progress made by their children.…

This article reviews use of individual education plans (IEPs) for children with disabilities and giftedness in Great Britain. The review emphasizes that IEP effectiveness depends on the contexts in which they are generated and the range and quality of the data on which they are based. The need for an effective, comprehensive review and evaluation…

This paper points out contradictions in a British government report titled "Discipline in Schools" (the Elton Report), and highlights undesirable consequences of recent legal and administrative changes in education. The paper argues that the needs of pupils with emotional and behavioral difficulties would be better met using school-based…

This article examines why pupils' perspectives should be considered in development of residential school services and explains how pupils' perspectives can be accessed. Findings from a study of two British residential schools for boys with emotional and behavioral disorders found that the elements of schooling most valued by students were respite,…