This article presents courses of intervention that could support inclusive education for students with behavioural problems. It aims to stimulate reflection and mobilize the education actors responsible for creating reception and support measures for students with behavioural problems. Several intervention factors are emphasized: training school staff to develop a sense of personal effectiveness in their interactions with these students, preventing behavioural problems by trying to establish a positive student-teacher relationship with each student, and planning, follow-up and collaboration with the school actors.