This paper considers some of the policy issues associated with social, emotional and
behavioural difficulties (SEBD) in young people. After briefly defining SEBD the paper
goes on to consider some of the ways in which SEBD impinges on different areas of
social policy. Emphasis is placed on the need for coherence between different policy
areas. Particular attention is given to the area of education and the need for more
sophisticated conceptions of the meaning of inclusive education.peer-reviewe
