As part of their work on the inclusion of all children in their catchment area, the pupil support staff in a Secondary school in a Scottish suburban setting developed an intervention aimed at supporting school refusers back into school. With this as its central aim, the support staff decided from the outset that the starting point and subsequent driving force for the initiative would be the pupil. This approach was considered essential for two reasons: firstly, it was recognised that young people who are school refusers could be 'frightened off' by a teacher or school-driven programme; and secondly, by giving young people control over the direction and pacing of the initiative they would be more likely to feel a sense of ownership and to begin to take some responsibility for organising their own learning. From the outset, it was clear that the initiative would develop in a series of stages that can now be described as: " preparing for school; " coming to school; " staying in school - in the pupil support base; " going to class with support; " staying in class with support; " and staying in class unsupported. The initiative can also be described as having a collaborative approach. Although the direction and pace of inclusion is determined by the pupil and guided by the school's support staff, parents and other teachers also play a crucial role. In the initial stages, there is a great deal of contact between the school's support teachers and the home. Home visits from pupil support teaching staff are an important element of this stage of the intervention. When the pupil comes into school, she or he works very closely with a pupil support assistant. Pupil support staff also work with teaching staff preparing them for the young person's return. Some teachers also become involved in working in the pupil support base, teaching young people who will be coming to their class. In these early stages, the pupil spending time with a small number of adults is considered essential to establishing the quality of relationships that will make it easier for her or him to come to school. This paper focuses on the experiences of four young people, their parents and teachers who have taken part in the initiative. Quantitative data regarding attendance indicate a high degree of success for the initiative. However, qualitative data gathered from interviews with pupils, parents, pupil support assistants and teachers is possibly of greater significance in any decision concerning the future of the initiative. This paper reports on the development of the intervention and the views of stakeholders on its value as a strategy aimed at the educational inclusion of young people who may be finding it difficult to come to school.