The inclusion and achievement of boys in the school setting is of significant concern, especially for those whose challenging behaviour is so severe that it disrupts the learning and wellbeing of others. With a reduction in specialist places for boys with behavioural, emotional and social difficulties (BESD), schools are expected to use devolved funding to establish support mechanisms ‘in-house’. If this includes exclusion to a behavioural unit, the socio-economic outcomes for individuals is often dire involving educational underachievement, youth unemployment, crime and substance dependence. My proposed study aims to explore factors associated with the challenging behaviour of boys with BESD in the school setting with the aim of informing possible interventions and strategies to positively support their behaviour and inclusion. These include biological factors associated with puberty and psychological factors such as social skills and cognition.