This paper describes a small-scale action research project that aimed to increase the effectiveness of a learning support centre within a secondary school. Central to the project was the use of a solution-focused approach with groups of pupils. The added dimension in this project involved a focus on class teacher involvement. The paper discusses the importance of peer support and teacher involvement in working to enhance positive behaviour by bridging the gap between the learning support centre and the wider school system. It details the work undertaken by two educational psychologists (EPs) working in one secondary school.