Introduction: positive rules for your life as a teacher; 1. Promoting positive behaviour in the classroom; 2. Theory: scaffolds for understanding the behaviour of children and young people; 3. 'Thinking it through': responding to children who present with SEBD; 4. Wider contexts: the role of assessment, working with allied professionals and policy; 5. Teacher expertise; 6. Research-informed teaching: questioning 'rules for living' in schools; 7. Putting teachers in the picture: teacher behaviour and wellbeing; Conclusion: principles to guide practice in the classroom.
David Armstrong is currently Lecturer in Teacher Education (Special Education) at Flinders University, South Australia. Julian Elliott is Principal of Collingwood College and Professor of Education at Durham University. Fiona Hallett is a Reader in Education at Edge Hill University, Ormskirk. Graham Hallett is a Senior Lecturer in Inclusion/SEND at the University of Cumbria.