Some of you will know the issues DS had at school last year - teacher really didn't "get" the problem, thinks DS's outbursts are attention seeking temper problems (partly true) and doesn't see how they can possibly be linked to adoption because after all he was too young to remember it 
Came up with an approach instead of time-out called "Time alone" (complete with badge" and was slightly baffled when I pointed out that sounded just like time-out. "But it doesn;t say time out on the badge" - yes but he's not scared of the word but the separation and exclusion... blank look...
School finally (after extreme episode in school) agreed DS needed more help (could write an essay about this abortive attempt but at least they accepted it finally). After about 3 months they asked me what I thought of Family Futures as they would be prepared to train the teacher how to best handle him. Very happy with this and fingers crossed they get it organised.
I'm also pressing for an EP with adoption experience to assess him as he has query insecure attachment and executive processing issues but only currently suggested by social worker who doesn;t know him just based on how he presents on paper.
But the good news is...
Met his new teahcer (new to school too) to explain the issues (which never get properly briefed one year to the next) and I explained how institutionalised children are affected and she said "Oh don;t worry I know all about it, my sister was adopted from CHina. How about instead of time out when he needs to be removed from a situation I sent him on an errand somewhere else in the school for me".
I think I may actually have fallen to the floor and kissed her feet.
I have great hopes for this year!