Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their 'challenging' behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding underpins relational approaches to behaviour management in school where a will to develop, maintain, repair and sustain attachments is key. In addition, the centrality of language to the success of such approaches has also been identified. This paper explores a relational approach in school within the context of Nurture Groups, Restorative Practice and positive language and communication. It concludes that to enact a principle of inclusion for troubled children, we need to create facilitating environments in school that are consistent, equitable and that promote trust, through naturalistic opportunities for positive language and communication.