This original study shows that British school districts, working collaboratively with their schools and clusters, can dramatically reduce exclusions and make permanent exclusions unnecessary. And through research in three low excluding school districts and five high excluding school districts, it shows how this is done. The challenges and barriers are recognized but the way forward is clear.The book fills the ground between school and national government, pointing to the responsibilities and powers that a supportive, challenging and conciliatory district has in respect of the education of "all" children. Carl Parsons sets out an agenda for action which is about enlisting full support from counselors and officers, building a shared commitment with schools, broadening what schools are able to offer, developing managed moves as a conciliatory and non punitive response, generating more alternative provision and developing multi-agency working, with greater involvement of the voluntary sector.This is a book for everyone involved in managing the education of behaviorally challenging children and young people. It is of particular relevance to those working at the level of strategy and operation in Children's Services departments and to managers in schools. And other services which receive the excluded children will find the debates about appropriate provision of help in their work.