This research project analysed the experiences, social interactions and meaning of disruptive pupils in mainstream education. This was done through in-depth interviews with 42 pupils, 23 parents and 18 teachers and other school staff. 3 focus groups were also conducted with mainstream pupils whose behaviour was identified as good by school staff. Weekly group trust building sessions were also conducted drawing on a range of creative methods. This project focused on young people (aged 12-15) attending inner city mainstream, comprehensive, secondary schools and attending Behaviour Support Units (BSUs) in these schools. 2 of these schools were co-educational while the other was a single sex girls school. This research is a sociological study of pupils with challenging behaviour. It consists of an analysis of the experiences, social interactions and meaning making of disruptive pupils in mainstream education. This qualitative study is based on ethnographic participatory observation of young people attending Learning Support Units in mainstream schools, followed by in-depth interviews with 50 pupils, their parents and teachers. The main aims of the study are: To explore the links between culture, meaning and social action, focusing on conflictual social relations in the specific context of the school classroom. To generate integrated knowledge about the everyday lives and understandings of disruptive pupils by exploring how they, their teachers and parents make sense of their behaviour and experiences. To contribute to debates on young people and disaffection, social exclusion and education policy, by drawing out policy and practice implications. The study seeks to encompass a wide range of experiences and social groups and is situated in diverse inner city areas. Field-notes and interview transcripts will be subject to a detailed interpretative analysis and findings disseminated across a variety of professional and academic networks

In-depth interviews were conducted and transcribed individually with 42 pupils, 23 parents and 18 teachers and other school staff. Focus groups were also conducted and transcribed with mainstream pupils whose behaviour was identified as being good by school staff. Fieldwork took place over a period of two years. Participant observation and group activity work in BSUs also took place but has not been recorded to be deposited.