In this article Denise Chilvers and Angela Cole describe a school-based study which is located very much in an action-research idiom. Starting from a questioning, but collegial, stance on identifying positive interventions for children who challenge, the authors illustrate how theory and reflection on practice can lead to significant innovations in pedagogy and curriculum. They provide a thought-provoking account of how a multi-sensory approach in one setting has had a notable impact on pupils' social behaviour.