All Breckenbrough pupils are diagnosed as having high educational potential in some curriculum area but have emotional and behavioural problems that have resulted in their repeated failure in mainstream education. All have been identified as having above average intelligence and talent in at least one area of the curriculum. The educational provision at Breckenbrough aims to resurrect the pupils education, to compensate them for what they have missed and to reintegrate them back into the system by allowing them to succeed in National Examinations whilst simultaneously addressing their emotional and behavioural needs.

The curriculum and the strategies used in the classroom are designed to promote improved self worth, confidence and some academic success. The minimum expectation is that all Year 11 pupils will leave Breckenbrough with at least 5 Grades at G.C.S.E. All boys should aim for at least a Grade C or above. Pupils will therefore leave not only with the satisfaction of completing their school career but with the knowledge that they have the basis in their education to achieve according to their potential, ambition and vocation.

There is no typical Breckenbrough boy. The emotional and behavioural problems vary from the more introverted "School Phobics" to the more extroverted who have been labelled as "disruptive" in mainstream education.

The majority have had traumatic experiences of the classroom and therefore, a negative image of school lessons. All boys will have missed a substantial period of education, in some cases as much as two years. All boys have the ability to achieve educationally but find the classroom environment hostile and threatening. Their educational characteristics include;

• the majority of boys instinctivley have a preference for the more factual aspects of the curriculum
• although there are exceptions most find written work particularly tedious and oppressive, many have poor or immature handwriting and tend not to take care or pride over their work
• increasingly boys have educational needs for additional support in literacy and numeracy
• invariably, the boys intellect manifests itself with their verbal skills

The emotional and behavioural traits displayed in the classroom vary from boy to boy and can fluctuate dramatically over a short period of time. Often there does not seem to be a rational explanation for this fluctuating behaviour. The range of behaviours exhibited include;

• anxiety, insecurity, fear of failure
• low self esteem and self discipline, lack of confidence and low frustration thresholds
• inability to express feelings appropriately
• antisocial behaviour including a tendency to use foul and aggressive language and occasionally violence