The creative tension of separation and integration: processes in support provision for children with emotional and behavioural difficulties

Abstract When children's learning is impeded by distress or intense feelings, teachers’ attitudes towards, and skills in, interactive processes are a significant factor in creating or meeting the special educational needs. A dynamic framework is presented for meeting special needs arising from emotional or behavioural difficulties, and for facilitating integration within the mainstream school by including, in acute circumstances, part‐time, temporary intervention separate from the school. The practical, developmental and psychological processes at each stage of the intervention reflect each other. The processes of separating, emotional holding and containing, strengthening, ‘creating’ and integrating are examined in relation to the child, parents and school.