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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