POLICIES of social inclusion and improving exam results are not only compatible but both are essential for mainstream schools, Paul Howard, former head of behavioural support in the London borough of Newham, said.
Many teachers described the inclusion of pupils with emotional and behavioural difficulties as "a bridge too far", but it was the best chance to cement into societ groups that were often excluded. One 2,000-pupil London secondary had excluded no pupils for six years and still improved its results every year.
Mr Howard believes that many pupils labelled as disaffected are far more in touch with teaching and learning than they are given credit for. If they said a lesson was boring, it was probably because it was. HASHIM AKIB