more certain about what it was they needed to do to support his development. They realised that Kyle was integrated socially with his group at this point in time, but that his imaginative involvement in his play was a difficulty and impacted adversely on his ability to focus in class. They identified the need to give Kyle visualisation strategies for switching off his imagination at appropriate times. They also decided to offer support to two children who expressed frustration at Kyle always taking a leadership role. At a later date, some of the older boys in Kyle's group moved on to high school, and Kyle became much more isolated in the playground, still playing action-adventure games but on his own so that he began to be perceived by other children as odd' and teased for it. Again as a result of the study, his teachers understood that his friends leaving was a hugely important event and that Kyle's behaviour was not simply the result of him not being able to play with others. The decision was made to identify a new set of friends and provide a social group so that the children could spend time together, get to know each other and have enjoyable expe- riences of being together