Abstract
Abstract This paper discusses the considerations that need to be taken into account in efforts to integrate pupils with emotional and behavioural difficulties (EPDs) in mainstream schools. It highlights the great variation in policies and practices, both within and between different countries, and the trend towards the provision of a wide continuum of services and facilities, with the emphasis on support for mainstream teachers. The literature review shows that many pupils with EBDs do not benefit even from the available services, and that in some countries segregated provision for such children has actually expanded. The many factors involved in the effective integration of children with EBDs in mainstream classes are examined, followed by a consideration of part‐time and full‐time education for these pupils in special classes, units and schools.
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