Abstract
Abstract Trends towards the devolution of responsibility for decision‐making to the school level are evident in education systems throughout the world. Underpinning policies of devolution are assumptions that school communities will work collaboratively to make decisions appropriate to the local context. However, collaborative processes do not occur automatically. In this paper, a case study of one school committee is presented to outline the processes used and to highlight the difficulties experienced in working collaboratively to develop a school behaviour management policy.
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