In addition to the above, learners with social, emotional and behavioural difficulties (SEBD) may present particular challenges to staff as some of these pupils may have associated learning difficulties and therefore may be placed in a range of settings from mainstream to outwith authority placements.

Children who are "looked after" are particularly vulnerable and tend not to do as well educationally as their peers who live a more settled life at home. These young people are at greater risk of suffering disadvantage not only educational and employment opportunities but in relation to health issues and are often in danger of alienation from society as a whole.

It is important to consider support systems that relate to the needs of the individual and the context in which learning takes place. Particular consideration should be given to breaking down departmental barriers so that multi-agency assessment can take account of every aspect of the young person's life.

The ethos of the school is of critical importance to these young people and schools recognise the principles of inclusion, entitlement and participation and where all learners are valued. School policies will promote citizenship and positive decision making in young people to contribute to raising attainment and making a useful contribution to social inclusion as a whole.

Teachers should be aware that the main difficulties experienced by learners with SEBD are:

• accessing the curriculum- due to negative attitudes, lack of motivation, learning difficulties and/or attentional difficulties
• participating in the curriculum- due to disaffection and withdrawal from the learning situation, either physically or emotionally. Such learners may be disruptive, withdrawn and isolated
• interacting with others- due to poorly developed social skills or inappropriate social interaction

Success for All, Section Three, SEED, Northem College (2000)

In developing a whole school response to learners with SEBD, the following factors need to be taken into account:

• learning is most effective in environments which can raise esteem 
• learning involves emotions and feelings as well as the ability to think and act
• pupils need to feel secure and comfortable in their learning environment 
• success is more conducive to learning than failure 
• classroom procedures need to be clearly understood and consistently applied 
• the learning environment should be structured, purposeful and task-orientated
• effective multi-agency working will access a range of skills and approaches conducive to improving learning in the widest context

Teachers and behaviour support staff working collaboratively can assist by: 

• creating a classroom atmosphere which fosters mutual respect and promotes high standards of attainment and behaviour 
• considering the pace and timing of lessons and providing a of the curriculum to meet the needs of the individual
• promoting positive reinforcement for good behaviour 
• developing relationships between pupils that promote tolerance and understanding of others
• handling behaviour problems consistently and fairly so that disruption is minimised 
• promoting positive approaches to discipline 
• using praise and rewards effectively to promote self esteem and encourage effort involving the pupils in the planning of their learning and the setting of targets
• establishing contact and engaging with parents positively 
• considering how outwith support can contribute effective behaviour management systems
• promoting high expectations by celebrating success

There may be a small cohort of pupils whose severe social and emotional needs cannot conform to the school's expectations for them. In these cases, the school should consider adaptations to their approach and seek advice and support through the multidisciplinary review process.