Many European countries support inclusion (Takala et al., 2012) having made some attempts to make their mainstream education systems more inclusive. Indeed, the progress that has been made in the implementation of inclusive education is obvious (Meijer, 2003) as there is a constant growing awareness across Europe of the necessity and benefits of it. Consequently, legislation, educational policies and regulations promote inclusive education through the motivation for regional organisation of schools, the changes in the methods of funding and the support for teachers’ training (Vislie, 2003).

In Scotland, the promotion of inclusion of all children in mainstream schools is a significant provision, as in several European governments (Riddell, 2009; Allan, 2010). Based on the recent OECD report on Scottish education Scottish schools are inclusive (OECD, 2015). Through Curriculum for Excellence (CfE) and Getting it right for every child (GIRFEC), the Scottish Government promotes learning opportunities, based on the idea that all children deserve equal access to a common curriculum in schools with good recourses (Riddell, 2009). The improvement of relationships and behaviour within the learning communities is central to the successful delivery of Curriculum for Excellence and Getting it right for every child.

In Scotland, disruptive behaviour, failure to obey rules and abuse or insolence are the most common reasons for exclusion (Munn et al., 2001). One of the main sources of national information about behaviour in schools in Scotland is the Behaviour in Scottish Schools research, a national study on behaviour in publicly funded mainstream schools which is conducted every three years and provides information about behaviour policies and behaviour in schools (Black et al., 2012). According to the last Behaviour in Scottish Schools research 2016 (Scottish Government, 2017) there was an increase in low-level disruptive behaviour since 2012. Hence behaviour policies have been developed for and from Local Authorities and schools.

This paper will focus on the behaviour support provided in mainstream secondary schools in Scotland. More specifically, this paper explores pupils’ perceptions about the support provided in their schools as listening to children’s views and experiences is not only a democratic action (Bahou, 2011) but it can also contribute to the way in which policies are enacted in schools. The following questions will be addressed: How are the schools’ practices on behaviour support perceived by pupils? Are pupils aware of the support provided in their schools and to what extend are pupils views about the support provided considered? This paper is part of a larger study but it will focus on the data obtained from pupils' focus groups presenting how behaviour policies become ‘live’ (Ball et al 2012) in secondary schools of Scotland. The questions are also relevant at a European level.

This research employed a mixed methods approach framed by complexity theory that focuses on the idea that the interaction of multiple constituent agents has as a result the emergence of phenomena-forms and events (Davis and Upitis, 2004). Initially, a questionnaire was distributed to secondary schools from different Local Authorities in Scotland. Based on the schools' replies and specific criteria, specific schools were selected for further interviews. In this paper I will focus on the analysis of the data collected by secondary pupils that are supported or have been supported by their schools. The interviews were audio recorded, transcribed and then analysed with the data analysis software programme QSR NVivo. A range of conceptual tools were borrowed from complexity theory in order to analyse the data.

The analysis provided interesting information about the practices of the schools and the ideas and approaches that underpin them. More specifically, the focus groups provided data about the approaches that different schools have adopted, their different adaptations and the agents involved in the provision of support, confirming that the behaviour policies’ enactment in schools it is a process of ‘becoming’ (Ball et al, 2012). The findings will be of relevance to a European audience and will invite reflection on the existing belief systems, pupils’ perceptions and teachers’ expectations. Additionally, this paper will present suggestions provided by the pupils about the provision of support in schools. These can be of benefit to schools and teachers as both good practice and areas that can be improved can be identified.

Allan, J (2010) 'Questions of Inclusion in Scotland and Europe', European Journal of Special Needs Education, 25(2), 199–208. Bahou, L. (2011) 'Rethinking The Challenges and Possibilities of Student Voice and Agency', Educate, pp. 2-14. Ball, S. J., Maguire M. and Braun, A. (2012) How Schools Do Policy: Policy Enactments in Secondary Schools. London: Routledge. Black, C., Chamberlain, V., Murray, L., Sewel, K. and Skelton, J. (2012) Behaviour in Scottish schools 2012 Final Report. Edinburgh: Scottish Government Davis, B and Upitis, R. (2004) 'Pending Knowledge: On the Complexities of Teaching and Learning', Journal of Curriculum Theorizing, 20(3), 113-128. Riddell, S. (2009) Social justice, equality and inclusion in Scottish education, Discourse, 30(3), 283-297. Meijer, C.J.W. (2003) Special Education Across Europe in 2003. Middelfart: European Agency. Munn, P. , Cullen, M., A , Johnstone, M. and Lloyd, G. (2001) 'Exclusion from school: a view from Scotland of policy and practice', Research Papers in Education, 16(1), pp. 23-42 Scottish Government (2017) Behaviour in Scottish Schools Research 2016 Takala, M., Haussttätter, R.S., Ahl, A. and Head, G (2012) 'Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students', European Journal of Teacher Education, 35(3), pp. 305-325. Vislie, L. (2003) ‘From Integration to Inclusion: Focussing Global Trends and Changes in the Western European Societies’, European Journal of Special Needs Education, 18(1), pp. 17-35.