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Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their 'challenging' behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding underpins relational approaches to behaviour management in school where a will to develop, maintain, repair and sustain attachments is key. In addition, the centrality of language to the success of such approaches has also been identified. This paper explores a relational approach in school within the context of Nurture Groups, Restorative Practice and positive language and communication. It concludes that to enact a principle of inclusion for troubled children, we need to create facilitating environments in school that are consistent, equitable and that promote trust, through naturalistic opportunities for positive language and communication.

The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as "non-instrumental" practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling and the barriers to the utilisation of such non-instrumental practice in school. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings suggest that speaking and listening is implicitly devalued as a result of the elevation of instrumental literacy-based practice in the primary curriculum. In addition, enquiry into the specific effects of engaging with orality as a precursor to literacy development is lacking. It is suggested that while New Literacy Studies has enhanced our understanding of the interrelationship between the written and spoken word, it is less helpful when considering language as a "continuum of spontaneity". It is concluded that spoken language that is explicitly unattached to literacy-based outcomes should be strongly encouraged in school. In addition, it is important to understand on an empirical basis whether the attachment of a written outcome affects the way that spoken language practice is engaged with in the classroom.

The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as 'non-instrumental' practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling in relation to its psychosocial effects and benefits. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings highlight the benefits of oral storytelling to children in relation to a complex of processes tied to the opportunities afforded by oral storytelling for self-expression, identification with story characters, empathic understanding of self and others and bi-directional communication. It is suggested that the oral retelling of pre-existing stories offers children a parsimonious yet psycho-socially complex form of Speaking and Listening practice which is as rare within the classroom as it is native to human thought and interaction. It is upon the basis of the importance of talk to learning and development that its use within education needs to be viewed, to allow more opportunities for oral language practice that supports the psychosocial development of young people in school to be encouraged and actively pursued.