The paper is based on data emerging from an evaluation of behaviour support in 21 secondary schools in an education authority in the West of Scotland. The growth of behaviour support in Scottish schools is related to broader social policy on social inclusion, but, it is argued, new models of behaviour support should be developed in the light of previous and related experience of learning support. In that area, there is evidence that the collaborative and curriculum-based roles of learning support teachers, considered as key roles in developing inclusion, have not become fully established twenty years after Warnock (1978) and the SED progress report (1978). Models of behaviour support emerging from the evaluation project will be discussed and related to the success or otherwise of learning support in building inclusive schools.