{'fraction_non_alphanumeric': 0.01718213058419244, 'fraction_numerical': 0.0, 'mean_word_length': 5.333333333333333, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
New Community Schools and Pupils with Social, Emotional and Behavioural Difficulties

This article examines the role that New Community Schools (NCS) could play in working more effectively with pupils with social, emotional and behavioural difficulties (SEBD). It uses a small study of parents whose children had SEBD and attended a NCS to investigate how services were co-ordinated, how parents were communicated with and any difficulties they experienced. It shows that, although parents had modest expectations, these were often not met because there was no overall co-ordination of services and professionals did not always engage productively with parents. It is argued that NCS could represent the catalyst to promote the structural changes necessary to improve services for children with SEBD but a lack of commitment to continuing funding may militate against this.