This paper outlines concerns in the UK about young people who are disruptive in class and/or disengaged from the normal educational process. After discussing who these children are and estimating their numbers, the paper examines recent research on how best to meet their needs. This research indicates the appropriateness of the UK government's recent softening of its position on 'inclusion'. The studies cited indicate that far more can be done in 'normal' school settings to promote engagement but that special provision can sometimes be more appropriate. If social inclusion as adults is the overarching aim, what matters more than the physical location of the education offered are the qualities, skills, commitment and energies of the professionals involved. The values of staff, the quality of their relationships with the children and young people, and their imaginative, flexible delivery of appropriate curricula are crucial, as is the need to support these professionals in their demanding task.