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Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

The article presents a case study on the small-scale evaluation of a tertiary level service course, "Physics and Chemistry for Environmental Scientists," in Great Britain. Key issues discussed include the examination of the design, operation and institutional context of the course that was provided for first-year environmental science students by a teaching team of two chemists, two physicists and an environmental science lecturer acting as a link between the environmental and physical sciences. The pros and cons of the course are analyzed, as well as their implications for education and educational research.