Bob Spalding, Senior Lecturer in the Department of Education, University of Liverpool, outlines the nature of a holistically oriented therapeutic intervention (‘Quiet Place’) developed in some mainstream primary schools on Merseyside. It offers a focus for a variety of therapeutic interventions, as well as an environment conducive to a sense of well‐being and relaxation. An evaluation of the first cohort of children to complete the programme is analysed in comparison with a control group, and the key factors in the success of the provision are identified.

This paper discusses the nature of the therapeutic intervention provided by A Quiet Place project, outlining its aims, objectives, philosophy and intervention protocol. In line with the requirements of the action research paradigm according to which the project was established, this article evaluates the changes and developments that have occurred since its inception. Noting the strengths and weaknesses of the pilot study, the present study reports on the internal and external monitoring procedures, extending the latter via the development of observation scales specific to the nature of the intervention. Participants (N=54) were matched with a non–participant control group on variables of gender, age and background. Data were collected before and after the six week intervention period, producing an index of change on a bipolar scale of positive and negative behaviours. An independent samples t–test revealed that the overall change observed was statistically significant (p<0.001), while analysis by behaviour category, gender, age and reason for referral provided greater detail for the meaningful interpretation of results. Fran Renwick, a lecturer at the University of Liverpool Department of Education, and Bob Spalding, senior lecturer at the University of Liverpool Department of Education, conclude that these overwhelmingly positive results need to be treated with cautious optimism, pending longer–term follow–up data to determine the degree to which gains are maintained over time.

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Following on from the issues raised by the authors of the previous two articles on aspects of teacher and learning support assistant training, this study of Rosemary Tootill and Bob Spalding illustrates tellingly just how great is the need of children and their teachers for skills in the understanding and management of emotional and behavioural difficulties. The authors track the progress of a reintegration initiative in one special school from 1994–1998 and establish that, with skilled support and positive attitudes, there has been a six‐fold increase in the number of pupils returning to mainstream since 1994. Key issues in the implementation of the programme are investigated and analysed.

Following on from the previous article, Bob Spalding here describes the practical detail involved in integrating Quiet Places in schools. While the potential of this type of provision for addressing emotional and behavioural difficulties is great, there are also benefits for the whole school and for parents.