This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the field of emotional and behavioural difficulties. It analyses the policy context and some key details of this legislation by focussing on approaches such as person-centred planning, multi-professional collaborations and recent mental health initiatives in schools. It also explores what can be expected from the legislative requirements for collaboration between health, social care and education agencies to improve outcomes for children and young people. The paper concludes by addressing tensions between medical and social model assumptions by proposing a systemic approach to multi-agency working and an educationally oriented and integrated functional framework for identifying and assessing emotional and behavioural difficulties.