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This paper explores the ways in which high school Support Teachers (Learning Difficulties) (STLDs) work: through consultation, team teaching, individual in-class support and withdrawal. In particular, it focuses on factors in individual schools which influence the effectiveness of STLDs. These factors are: values and beliefs, work practices, knowledge and policies. The implications for best practice and policy indicate the importance of a whole-school approach based on the belief that all children can successfully learn. Keywords: Education, School age, Professionals,