It may be prosaic to assert that each of these boys is a unique individual, but this is a crucial observation. It wasn’t unusual for these boys to say ‘thank you’ to me at the end of the, sometimes lengthy, interviews which I conducted with them. They were perhaps flattered, to be asked for their opinions and views. They clearly appreciated the opportunity to talk and be listened to. There were no pre-taught answers to stumble over, no censures for bad grammar or inappropriate language. Interestingly, the majority of the twentyfour boys who were interviewed were comfortable and open, expressing their views with articulate confidence and self-assurance. They all willingly agreed to participate and did so with enthusiasm. They spoke with great candour about their families, their behaviour, their views of the residential schools and other schools they had attended. In many ways these boys were impressive, both for their insight into their circumstances and their self-effacement. It was clear that the interview process was far more than a research tool; it provided a structure by which these boys pursued and clarified their thoughts and feelings. It was a therapeutic process for some of them, as well as a learning process for them and me. One thing I learned was that there is no such thing as ‘the EBD child’ (Emotional and Behavioural Difficulties). There are, however, large numbers of children who become bearers of the EBD label, and there are patterns to be found in the life stories of many such children. Some of the recurring themes associated with behaviour problems and deviance have been described in the opening section of this book; the present section offers a more individualised and personal perspective, drawing as it does on the life experience of a small group of boys.