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Background: Historically, person-centred planning (PCP) reviews were (and still are) used within the health and social care field (Department of Health, 2009). However, more recently this is an approach that has been used within education, and more recently, for individuals identified as having Social, Emotional and, Behavioural Difficulties (SEBD) (Taylor-Brown, 2012). The current research drew upon PCP, solution-focused approaches (Alexander & Sked, 2010) and visual reviews (Hayes, 2004) to develop solution-focused pupil support meetings (SFPSMs). The aim was to look at the ‘process’ and evaluation of the SFPSMs from the perspective of the child and young person (CYP), school staff, professionals and the Senior Specialist Educational Psychologist (SSEP) to ascertain the facilitators and barriers to the approach in order to improve and develop the approach further.Participants: 3 pupils (Year 6) and their key worker (KW) in school, key [other] professional and the co-ordinating SSEP, which gave a total of 9 participants.Methods: A case study design was employed using semi-structured interviews with pupils at 3 phases (pre, post and follow up) and with school staff, professionals and the SSEP at the follow up stage.Analysis/ Findings: Qualitative data were thematically analysed. The 3 case studies present some initial positive findings for the use of SFPSMs and identify areas for further development of the approach.Conclusion/implications: Findings are discussed in relation to implications for the Educational Psychology Service, school practice and the Local Authority.