Description: "It gave me insight into what I was doing with my life. I have to thank teachers for helping me. For telling me: "You can do this". (Support Group pupil two years after intervention) This case study evaluates an initiative (Support Group Initiative), based upon a collaborative group approach working with thirteen-fourteen year old pupils within a Scottish Secondary School. This initiative seeks to apply theories of 'Teaching for Understanding' (Perkins et al., 1997) to developing in pupils intra-personal and inter-personal intelligence (Gardner, 1993) such that it impacts positively upon their inter-personal relationships; the development of empathy; their sense of self-efficacy; and their dispositions towards learning and towards school. The research aims are to establish: o To what extent have pupils succeeded or failed in developing understanding of self (their thoughts, feelings, beliefs, values and motivations) and of others? O To what extent have pupils been able to demonstrate 'understanding performances' (Perkins et al., 1997), post-intervention and over time? (c.c. Par. 1: inter-personal relationships …. ). O What are the strengths and weaknesses of the approach? - if an effect has been observed, whether positive or negative, how is it accounted for by the individual pupil and other statekholders? - does it apply equally to all pupils? What factors might be put forward to explain any variability in effect? - does the effect vary over time? How does the pupil perceive the experience of participating within the group in retrospect? O In which ways does the initiative address current priorities and imperatives within Scottish Education? The study was carried out over a four-year period involving seventy pupils and their stakeholders - class teachers; Support Group Leaders; school managers and parents. Six in-depth case studies were also conducted. The study was principally qualitative in nature, drawing upon a wide range of evidence: - open- and closed- response questionnaires; semi-structured interviews; scrutiny/analysis of pupil work; information drawn from social work/Children's Panel/Joint Assessment Team reports and from Learning Support files; and evidence of the pupils' involvement in other, wider interventions. Pupils were interviewed individually on the completion of the intervention and a sample of pupils was followed up two years later. Quantitative data was drawn from pupils' attendance, attainment and discipline records, following the pupils over a three year period - from S1 -S3. As such, very rich data was brought to bear on the intervention, yielding some worthwhile insights. Whilst the outcomes for individual pupils differed, it is clear that many pupils had succeeded in developing self-understanding and understanding of others and, for some pupils, this has led to the development of a sense of empathy. It's not just "me, me, me" but them. Never used to think about it before. I used to think, "Never mind everybody else - it's only me". The Support Group has helped me a lot. (Support Group pupil at the end of intervention) These, and other findings, will be explored within the presentation of the paper.