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Social, Emotional and Behavioural Difficulties: A Different Kind of Special Educational Need?

This paper is written at a time of public and policy concern with the behaviour of pupils in our schools. At this time, despite the dominance of the inclusion agenda, pupils with Social, Emotional or Behavioural difficulties (SEBD), along with pupils with moderate learning difficulties continue to be educated outside the mainstream (Farrell, 2001). This paper is an attempt to understand the differing experiences of pupils with SEBD from those of the majority of other groups of pupils with Special Educational Needs (SEN). In particular it reflects upon the potential contribution of research to practice in this area. The starting point for this exploration will be a review of the history of research in special education and a consideration of the ways in which SEBD can be seen to differ from other categories of special needs in relation to the kinds of explanations which are considered convincing.