Abstract
ABSTRACT This empirical inquiry investigates the establishment of off‐site school support units for disruptive pupils in one divisiion of the Inner London Education Authority. An attempt is made to analyse the problems experienced by the teachers and head teachers in establishing the units. The inquiry is located within an ‘interpretive paradigm’ and utilises in‐depth interviews, among other sources. The study shows that there are many contradictions in the accounts given by the participants. The head teachers tend to see the units as another bureaucratic facility to ease problems of disruption in schools, and are therefore often in conflict with the heads of the units as they perceive the provision from a different power position and ideological stance. The ILEA guidelines are frequently broken because the head teachers argue that they are unrealistic. The authorities’ preparation for this ‘new concept’ is shown to have been inadequate. It is argued that the premise upon which school support units have been established is misconceived.
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