In the United Kingdom, exclusion from school is the most serious sanction a school can use in response to disruptive behavior. There has been continuing concern about the rising numbers of exclusions in the United Kingdom as a whole; however, little has been known about the situation in Scotland. This report presents findings of a study that investigated student exclusions in Scotland. The research sought to map Regional Authority policies, describe the characteristics of a sample of excluded pupils, investigate perceptions of exclusion and of in-school alternatives, and provide guidance on best policy and practice. During 1994-96, data were gathered through analysis of Regional Authority policy documents, telephone interviews with senior education officers, a telephone survey of 176 headteachers, and case studies of 8 secondary and 4 primary schools. Findings indicated that excluded pupils were treated differently in different parts of the country. Headteachers did not view exclusion as an effective sanction, and mentioned a variety of inschool alternatives. Some pupils felt that they were unfairly treated, being singled out as troublemakers because of gender, socioeconomic status, or family background. Good home-school relations are vital. Recommendations are offered for central government, local authorities, and schools. There was a consensus on the need for national guidance setting out generally agreed and accepted educational principles against which exclusion policy and practice could be judged. Two tables are included. (LMI)