Striving for Inclusion: Evaluation of provision for young people with social, emotional and behavioral difficulties (SEBD) in secondary schools in a Scottish council

In 1997, a Council in Scotland embarked upon a restructuring of its provision for secondary age pupils with social, emotional and behavioral difficulties (SEBD). In 1999, the Council commissioned researchers from the University of Strathclyde, Faculty of Education, to undertake a study during school session 1998/99 with the aim of identifying the strengths and weaknesses of this new approach.

The findings of the study were wide ranging but, in particular, evidence emerged to show that while no two schools organised provision in the same way, the establishment of in-school support bases was the dominant model. However, the rationale, organisation and effectiveness of provision varied considerably. It was also evident that the key departments at council level did not share the same degree of commitment in relation to the new initiative.

There were also unresolved issues in respect of the empowerment of the professionals working in schools. Many of these issues are particularly relevant in the light of the Government's New Community Schools initiative which embodies a multi-agency approach.