The purpose of this study was to examine the effects of intervention upon the academic performance, social interaction and self-esteem of students with severe learning difficulties (SLD). In the context of this study, SLD refers to students whose learning difficulties are primarily the result of social and economic disadvantage, rather than the traditional definitions in which the learning difficulties have a neurological or neuropsychological base. Twenty year 8 students from a state high school in two treatment groups participated in an intervention program for 18 months involving the use of (a) structured and (b) enriched curricula. Regular instruction was applied to a control group of 10 students. The intervention program was designed to incorporate instructional features considered to address the learning needs of students with SLD from an area of social deprivation. Features of the enrichment intervention included much outdoor physical activity involving bush walking, orienteering, camping and survival skills. In the classroom setting a structured program, which was characterised by certainty and predictability, focused on developing students' literacy, numeracy and problem solving science skills. Students experienced much 'hands on' science including the use of experimental toys, puzzles and aids designed to develop manual dexterity, self- awareness, spatial orientation, critical thinking and problem solving skills. Results revealed that structured and enriched curricula positively influenced student learning and social behaviours. Changes in student thinking and behaviours were evident in the academic achievement, language, attitudes and mores of the students both within and outside the school context. These changes had the effect of improving student motivation and in specific instances fulfilled the aspirations of students whose lives had previously been characterised by futility, frustration and failure. The research demonstrated that social deprivation was the primary cause of student disaffection, learning difficulties and academic failure. Designing and implementing effective intervention strategies provided much evidence that a sustained intervention can change attitudes by helping these young people become more aware of their skills and talents. The thesis concludes that, in the long term, there needs to be increased community and Government awareness of the effects of social and economic deprivation on student learning. Furthermore there needs to be a commitment by Government to provide sustained effective intervention for students at risk for SLD during the early years of secondary education.