D.Ed. (Psychology of Education) / Behavioural Emotional and Social Difficulties (BESD) is a significant impediment in the effective learning in secondary schools in England. Legislation includes BESD. within the range of Special Education Needs (SEN). In-schooJLearning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term learning programmes, followed by the mandatory, often failed, reintegration of learners into mainstream education. The research focused on the reintegration experiences of these learners in the London Borough of Waltham Forest. A qualitative research approach in two phases through a generic phenomenological enquiry within an interpretivist-constructivist paradigm was pursued. Data collection included participant writing activities; analysis of documents and records; a qualitative parent questionnaire; participant interviews; teacher participant feedback and professionals' interviews. A purposive sample of 13 reintegrated learners with BESD (aged 11 - 14 years) from four secondary schools was used. The findings indicated that learners experienced incongruity between promotive and risk factors within the themes of emotional experiences, relationships and the reintegration process. The contribution of this new understanding to existing knowledge win support practitioners, teachers and education policy makers to adjust their reintegration practices in order to support the sustained .improvement of inclusive education provision to learners with BESD. A new perspective theoretical through the amalgamation of Bioecological Theory and Resilience Theory contributed to Positive Psychology and supported our understanding of the learners' reintegration experiences. From this a resilience-based reintegration programme to provide practitioners and policy makers with a tri-strand programme to develop emotional competence, facilitate skills in promotive relationships and a reintegration route, was developed. The RRP has potential on a wider field as it can be adjusted to be included in the policies that guide practitioners in the way they provide support to enhance inclusive education in similar situations internationally.