Are the contradictions and tensions that have characterised educational provision for young people with behavioural, emotional and social difficulties a persistent feature of current policy?

Abstract

English educational policy for pupils displaying disturbed emotions and behaviour has been characterised by inconsistencies, oscillating between discourses of inclusion and exclusion. While the social inclusion agenda presents an opportunity to improve the educational experience of this traditionally underserved population, it appears that inconsistencies remain a feature of current policy. This small case study describes the contradictions faced by a cross-section of education and children's services professionals involved in practice or policy implementation in the secondary phase. Within this English Local Authority district, professionals highlighted confused and contradictory messages for the treatment of and priority afforded to young people with behaviour, emotional and social difficulties (BESD) within the education system. The findings heighten a concern that the pressure on Local Authorities and school leaders to effect academic achievement at the highest grades may overshadow attempts to address the educational and other developmental needs of disadvantaged pupils, including those with BESD.