THE PERCEPTIONS OF PUPILS WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES OF THEIR MAINSTREAM SCHOOLING

In recent years there has been a growing interest in the potential contribution that pupils’ own perceptions of their behaviour can make to an improved understanding of that behaviour. There has also been a growing awareness that schools themselves can influence pupil behaviour, as revealed by increasing numbers of publications concerned with school effectiveness. This paper contributes to both these potential areas of research by offering a sample of the results from a recently completed research project. This research explored the behaviour of pupils with emotional and behavioural difficulties (EBD) and the factors and processes that these pupils perceived as having in some way influenced their behaviour and their subsequent placement in special education.

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Notes on contributors

Sue Wise

Sue Wise has recently completed her Ph.D. at the University of Birmingham. She is currently teaching in a Residential Treatment Centre for teenage women in Colorado, USA.

Graham Upton

Graham Upton is Vice‐Chancellor of Oxford Brookes University. He was Professor of Education at the University of Birmingham when the research reported in this paper was carried out.