This book proffers a thesis that the 'problem' of difficult classroom behaviour is not necessarily the problem, but rather a manifestation of an underlying one. In this regard it focuses on a fundamental question: What is the nature of the underlying problem?

The author discusses epistemological and methodological issues relating to matters associated with the genre of 'research with young people' and pupil voice, including innovative qualitative research techniques under the umbrella of participatory paradigm underpinned by reflexive insider-ethnography.

The book describes the manner in which six non-stranger volunteer pupil co-researchers recognised through their experiential knowing the potential for achieving an effective teaching, learning and behavioural environment.

The book is seen to move the school improvement field a little further forward and brings student voice and hence its perspective into the mainstream of school reform research.

The author does not claim necessarily to have found the specific causal determinants for difficult classroom behaviour, but does claim to demonstrate an understanding as to why it occurs.

Dr. Allan Fowler is a former high school teacher turned researcher who has taught for over 35 years in comprehensive education and with the Open University.