Although recent government initiatives have drawn attention to the importance of listening to young people, attempts to pay attention to their views about their education experience are rare. Drawing on two studies of disaffected and disadvantaged pupils, this article analyses what can be learned from taking their views into account.

A questionnaire to special needs coordinators in schools, supported by interviews with LEA officials, school governors and staff, was conducted across five local authorities. Marked variations were found in rates of statementing, the proportion of statemented pupils in mainstream schools and the funding arrangements for special needs. Widespread concerns about implementing the Code of Practice were voiced by schools, especially in the secondary sector. Although mainstream staff were generally sympathetic to the principle of accommodating more statemented children into ordinary schools, they lacked confidence in their ability to make suitable provision, particularly in supporting pupils with EBD and severe learning difficulties. The implications of the findings are discussed in terms of ways by which the partnership between LEAs and schools can be improved.

This is an important piece of research arriving at an opportune moment. The Roehampton team have undertaken an in‐depth investigation of placement practices and effects in five local authorities. They arrive at a comprehensive list of recommedations for local education authorities in the light of legislation. The full report should be studied by administrators, school management and governing bodies. Copies of the full report are available at £6.95, including postage, from the Centre for Eudcation Development and Research Office, Roehampton Institute, London. SW15 6PJ.

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