Catering for children with challenging behaviour is an aspect of school-life that most teachers encounter over the course of their career. This paper reports on the results of a behavioural intervention, implemented with one boy in a mainstream Second Class, in the Irish context. He had acute behavioural problems which were putting his school placement at risk. A bespoke behaviour programme – Distract, Manage, Encourage, Reward (DMER) – was designed for him in order to improve his yard-based behaviour. The results of the intervention were positive. A reduction in violent outbursts and an increase in pro-social behaviour were recorded following the programme’s implementation. The results had a constructive impact on his school experience.