How is behaviour policy in Scotland made, and what does this mean for the policy that ensues?

In this largely theoretical paper it is argued that there is a tension between demands for particular knowledge relevant to local policy contexts, and calls for universal, generalizable evidence to inform policy making. Some consequences of this tension in terms of the forms of knowledge that may be drawn on in policy making at the local level are outlined. Findings from two studies are presented to shed some light on the local authority policy making process in relation to behaviour in schools in Scotland. The ways in which the process identified may affect the forms of knowledge informing policy are discussed. Some possible consequences of over-reliance on these forms of knowledge are explored. Throughout, this paper locates the policy making process in relation to behaviour in schools in Scotland within the wider UK context, drawing out similarities and differences.