Traditionally, home circumstances or school regimes have been blamed for the worst excesses of pupil disaffection. The authors argue that this simplistic response to a complex problem needs to be re-examined. The book reports the findings of a research programme, based in Aberdeen, which explored the factors leading to pupil disaffection. The views and experiences of pupils themselves are central to the study. From this, the authors make practical recommendations for policy-makers at all levels.

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