Best Practice Models and Outcomes in the Education of Children with Social, Emotional and Behavioural Difficulties

There is a rich and varied range of empirically based evidence on interventions for meeting the needs of students presenting with social, emotional and behavioural difficulties (SEBD) in mainstream schools. This paper is based on an international literature search and review of research published between 1980 and 2012. Particular attention is given to evidence defining the qualities and skills of effective teachers and the value of behavioural and cognitive behavioural interventions.