A guide for policy makers: Improving learning for children with social, emotional and behavioural difficulties

How can we improve learning for children with social, emotional or behavioural difficulties (SEBD)?

Globally, one of the challenges facing policy makers is providing education to students who cannot access mainstream provision, or to those who need additional support to do so.

This is particularly true for children with social, emotional or behavioural difficulties (SEBD) who may need specialised environments to address their needs or who can exhibit disruptive behaviour that can result in exclusion from mainstream education environments.

For children and adolescents up to age 18, mental health disorders are estimated to be at a worldwide prevalence of 13.4%, of which a significant proportion will fall in the category of SEBD. The prevalence of such difficulties presents a global challenge to the progression and wellbeing of children.

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Sally Jeffery
Partner, Education Practice
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Roland Hancock
Director, Education
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Rami Nazer
Middle East Government and Public Sector Leader
Tel: +971 2 694 6800
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Director, Public Safety
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