Pupils with emotional and behavioural difficulties (EBD) are often considered the most challenging group to manage within mainstream education. The challenges per- ceived by teachers may be due, in part, to negative attitudes towards this cohort of pupils, which may exacerbate feelings of inadequacy and impact negatively upon direct interactions with pupils. The current study comprised a combination of implicit (i.e. the Implicit Relational Assessment Procedure, IRAP) and explicit (The Opinions Relative to Mainstreaming Scale, ORMS) technologies to assess the attitudes of teach- ers ( N = 25) and teachers in training ( N = 20) towards pupils with EBD. When these attitudes proved to be negative (relative to typically developing pupils), the utility of a combined behaviour intervention (BI) and stress-management intervention (SMI), in conjunction with a series of pre and post measures, was examined. The IRAP results for teachers indicated that the SMI enhanced their implicit positivity towards pupils with EBD (EBD PUPIL) to a considerable extent (0.025-0.175), and this was greater than the impact recorded with the BI. The teachers in training showed implicit neg- ativity towards EBD PUPIL (0.13) and this decreased, albeit marginally, at post-BI (0.05) and post-SMI (0.06). Significant differences were recorded in teachers’ general attitudes towards inclusion ( p < 0.001) and efficacy ( p < 0.008). Significant effects were recorded for teachers in training in relation to their attitudes towards having a child with EBD and having a previously excluded child with EBD in their classrooms (all p s < 0.001). For this latter group, reductions were also recorded in their levels of depression, anxiety and stress ( p < 0.001) and there was an increase in their psycholog- ical flexibility ( p < 0.001). The current results indicate that a range of positive implicit and explicit outcomes was associated with the current BI and SMI package in terms of fostering more effective inclusion of pupils with EBD in mainstream education