This work shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the the academic standing of the school. Using a case study example, the importance of school leadership, organizational culture and classroom strategies for working with troubled individuals and their families is also emphasized. The author also draws attention to the fact that teachers need to recognize, and take account of, the effect of the neighbourhood, family, educational history and their own viewpoints on a young child's emotional and social development.