In this article we consider aspects of past and continuing transformations in specific forms of social practice relating to educational services for young people now described as having emotional and behavioural difficulties (EBD). Our particular concern is the evolution of this provision and how historical dilemmas and tensions are relevant to explaining present and likely future developments. We believe that the framework of Activity Theory, not previously employed in this field, is a useful aid to analysis and facilitates wider understanding.
Daniels, H., & Cole, T. (2002). The Development Of Provision For Young People With Emotional And Behavioural Difficulties: An Activity Theory Analysis. Oxford Review of Education, 28(2&3), 311-329. https://doi.org/10.1080/03054980220143441a