This paper explores the absences of children and young people from decision making in education and in the services of which they are users that works strongly against inclusion. Socio-cultural and social constructionist ideas are drawn upon in order to understand the findings from research. Although there are increasing examples of children being consulted for their views and initiatives to involve children in LA wide participation exercises, there are few examples of children being treated as active, consenting participants in the services they use. The evidence suggests children see professionals without a process that enables them to reach a situation of unambiguously understanding the role of the professional they are asked to see. Children are rarely able to have any agency over the approaches used by professionals. Most often the basis of interventions and decisions are not made clear to them. In some interactions a situation of mutual misunderstanding between the child and professional has negative outcomes for the child. Implications of these findings for children perceived as having difficulties in school are explored.Methodology or methods/ research instrument or sources used Several research projects are drawn upon that enable the perspectives of children, young people and professionals to be heard. These range from interviews to innovative ways to enable children to explore their own ideas of education and services. Professionals are asked about how they introduce themselves to children, the different interactions that happen during the preparation of a statement are recorded, and young people attending a youth club are asked about their views of a particular professional, the psychologist. Finally, young people carry out their own research into how a service catering to assist in helping children with mental health issues should operate. Conclusions or expected outcomes or findings Contrasting assumptions about what it means to be a professional and what it means to be a child are often contrary to a 'rights position' and are shown to be most constraining of professional efforts to involve children in decision-making. Research leads to the PPC Model - the Practice-People-Context Model. This Model shows a way of thinking about what needs to happen to make authentic participation work. It is a way that spaces are created for different knowledges to be heard and acted upon - those of children, young people, parents and practitioners. References (including own publications) Barnett, R., Grego, K., Youll, K., Corcoran, A., Shuttleworth, S., Brown, L., McCartney, R., Campbell, L., Morris, M., Brown, K., Barnett, N., Stampet, S., Hussain, I. & Bell, P. (2005) The Masks of CAMHS. The Face Behind the Mask.(Durham, Investing in Children and Tees and North East Yorkshire NHS Trust). Cairns, L. (2001) Investing in Children: Learning How to Promote the Rights of all Children., Children and Society, 15. Galloway, D., Armstrong, D. & Tomlinson, S. (1994) The Assessment of Special Educational Needs. Whose Problem? (Harlow, Longman). Todd, L. (2007) Partnerships for Inclusive Education. A critical approach to collaborative working. London: Routledge Todd, L. (2005) Enabling Practice for Professionals: the need for Practical Post-Structuralist Theory, In: Goodley, D. and Lawthom, R. Disability and Psychology: Critical Introductions and Reflections. Basingstoke, Palgrave