This research examined the leadership strategies used in mainstream primary and middle schools to effectively include children with behavioural, emotional and social difficulties (BESD).
The study aimed to answer the following questions in order to provide practitioners with recommendations for effective adaptation of policy guidance:
- How has the inclusion of BESD children in mainstream schools evolved?
- What challenges are faced today by mainstream schools seeking to include children with BESD?
- How does the inclusion of BESD children impact on other pupils and staff?
- What leadership strategies are required to effectively meet these challenges while ensuring that the impact on other pupils and staff is as positive as possible?