Abstract The disruptive, provocative and intentionally aggressive behaviours of children are one of the most challenging issues that teachers and schools face today This empirical study was undertaken in the Cretian context and was qualitative in nature. Dialogical counselling and dynamic assessment interviews were the methods employed. The study aimed to understand how a sample of 11 school aged children (6-12 years old), diagnosed with conduct disorders, experience their teachers', parents', and classmates' attitudes. In line with contemporary inclusive education research, and based on the social model of disability, the authors attempted to go beyond the aggressive symptoms and through the interviews give voice to these children in order to explore their social and emotional needs and difficulties. A series of interviews with parents and classroom teachers was also organised around each pupil in order to collect more information on the child's social-academic trajectory and behaviour, the family dynamics, and the school's coping strategies. Though extended and more rigorous research is needed, the findings of this study clearly suggest that there is a family history of traumatic experiences or highly dysfunctional relational patterns in all the children's cases. Additionally, this study speculates that traditional educational practices fail to properly understand and respond to these children's social and emotional needs and difficulties, and therefore seriously risk jeopardizing their interpersonal and school trajectory
