An examination of some of the tensions in supporting pupils experiencing SEBD/N

1. An examination of some of the tensions in supporting pupils experiencing SEBD/N Dr Joan Mowat

2. Focus of Presentation A Focus upon labelling Focus of and Background to the Study Brief overview of the intervention Aims of the Study Study Design Study Findings: A Focus upon Inclusion The implications for Pedagogies of Inclusion Next Steps

3. A focus upon labelling • A form of classification – a natural process through which we make sense of our world and which facilitates communication (Riddick 2012) • Labelling lies on a continuum from the informal to the formal (Riddick 2012) • The lack of consistency internationally with regard to provision for SEN (Rix et al. 2013)would indicate that what appears to be rational at a national level may be entirely irrational when considered in a wider context

4. A focus upon labelling • Labels can fulfill a positive function: • Facilitating understanding and action (Hjörne and Säljo 2012, Riddick 2012, Kauffman 2012) • Serving a social and inclusive function (Riddick 2012) • Acting to differentiate between different categories of need and as a gateway to resources (Reindal 2008, Bilton and Cooper 2012, Hjörne and Säljo 2012)

5. A focus upon labelling • Labels understood as existing within a socio-cultural context and reflecting that context (Armstrong and Hallet 2012, Hjörne and Säljo 2012, Orsati and Causton-Theoharis 2013) • Labels as fulfilling a political function – the detrimental influence of the standards agenda (Ainscow, Booth and Dyson 2006, Slee 2012) • Labels serving to stigmatise and stereotype specific groups (Slee 2012, Armstrong and Hallet 2012, Orsati and Causton-Theoharis 2013)

6. A focus upon labelling • Labels serving in the construction of identities: • The negative perceptions of others reflected back upon the child – the label transcends beyond its initial function and is internalised by the child (Hjörne and Säljo 2012, Skovlund 2014) – the label ‘explains it all’ • Labels as self-fulfilling prophecy (Riley and Rustique-Forrester 2002)

7. A focus upon labelling • Contrasting perspective: MacLeod (2012) identified that it wasn’t the label per se that created difficulties for the child but the difficulties experienced in relationships with teachers in mainstream classrooms It is interesting that very few pupils in mainstream talk about the consequences of a formal ‘label’, of having an Individual Education Plan or being identified in some other way as ‘different’. It would appear that concern about formally ‘naming’the difficulty that a child is experiencing because of the risk of stigmatising them does not generate the problems for the pupil that might be imagined. (Macleod 2012, 71)

8. Focus of and Background to the Study A research and development project to evaluate the efficacy of an intervention [Support Groups (SGs)] to support pupils experiencing, or at risk of developing, SEBD [Social, Emotional and Behavioural Difficulties], building upon a previous case study within a single locale.

9. Pedagogies of Behaviour Support and Management • Compensatory • The child is perceived to be in deficit • The goal is obedience, compliance and the normalising of children’s behaviour • Underpinned by behaviourist principles and actions • Characterised by a focus upon systems, rewards & sanctions • Complementary • Stress the importance of relationships founded on trust and respect • Founded on an ability perspective and the value of children’s own experiences, thoughts and beliefs • The goal is humanistic • Characterised by a focus upon pupil autonomy, emotional self-regulation and integrity Head 2014

10. Aims of the Intervention To impact positively upon: Understanding of self [intrapersonal intelligence] Understanding of others [interpersonal intelligence] Self-regulation Interpersonal relationships Empathy Self-esteem and confidence Learning dispositions and attitudes towards school

11. Theoretical Underpinnings • Teaching for Understanding [Perkins et al.] • Multiple Intelligence Theory [Gardner] • Activating Children’s Thinking Skills [McGuinness] • Achievement Motivation [Dweck and Elliot]

12. Criteria for Nomination • The child was experiencing (or showing early signs of) difficulty in coping with the norms of school life. • It is considered that the intervention could be of potential benefit to the child

13. Aims of the Study To evaluate the impact of the intervention upon pupils To identify the variables which may have impacted upon pupil progress both internal and external to the approach To extract from the study insights pertaining to: Pedagogy Inclusion Transitions Leadership and the management of change

14. The Study Design Local Authority 2 Local Authority 1 Cluster E Cluster F Cluster A Cluster B Cluster C Cluster D

15. Study Design - A Cluster Phase B Phase A Secondary Project Transition Project Primary 6 Project

16. Study Design +Focus Group Discussions and Likert Scale questionnaires conducted with SG Leaders

17. Study Design • Principally qualitative but some quantitative data gathered • Mixed-methods – questionnaires, structured interviews, focus group discussions • 6 case studies conducted with pupils, their parents, SG Leaders, Pastoral Care Teachers and a sample of Class Teachers

18. Study Design

19. A focus upon Inclusion • Confusion surrounding what inclusion is – is it inclusive or not to provide additional support for children if it means removing them (even for short periods of time) from the mainstream classroom if the longterm aim is to enable pupils?

20. A focus upon Inclusion Inclusion – “THAT WORD” It’s very frustrating to get them to see that inclusion is not a place. It’s not about the geography. … It’s about, you know, feeling part of something and being able to access it. … and, unfortunately, there still is that confusion, you know … and that’s not the approach’s [Support Group’s] fault. … it’s, it’s generally throughout schools unfortunately at the moment. SG Leader, I Cluster

21. A focus upon Inclusion Inclusion is tricky because you’re pulling them out of class. And as much as you are teaching them how to include themselves, you’re not teaching the class to include them. SG Leader, T cluster

22. A focus upon Inclusion I think inclusive [practice]… doesn’t necessarily mean just all [children] in one class, so we are trying to work on the Primary 1 and Primary 2 children by supporting them in an inclusive [environment] so that when they return to class, hopefully, the class functions in a better way, and that inclusion in the class can be better promoted. SGL, T Cluster

23. A focus upon Inclusion Yeah, sending them out of class and sitting them outside the Headteacher’s office for an hour at lunchtime so they can’t go into the playground and socialise with their peers. Or you’ve kicked them out and you’ve sat them at a table just outside your classroom. They’re not included. Or you put screens up round them. They’re not included in the class. They’re not belonging. Whereas in the group … they do belong to that group and they still belong to the school. SG Leader, I Cluster

24. 24 A focus upon Inclusion • The act of identifying the child as being in need of additional support and the provision of additional support can often be perceived as potentially stigmatising, yet, failure to provide appropriate additional support could have very negative longterm consequences for the child and family (Kauffmann 2013, Mowat 2014). It is a very difficult balancing act.

25. A focus upon Inclusion • There were concerns expressed about the potential negative effects of stigmatisation and labelling - how would other children perceive the removal of pupils for additional support? … did the other children have a thought about why it was those four children? Would it have been negative and an exclusive thought or an inclusive thought? Would it have widened the gap between them and the rest of the class, or narrowed it, do you see what I mean? [SG Leader, H Cluster]

26. A focus upon Inclusion • The initial response of pupils and their parents/guardians to the invitation to join a Support Group was one of anxiety – “Am I in trouble?”“What’s he been up to now?” • Cluster Leaders and Support Group Leaders re-assured pupils and parents • The vast majority of pupils settled into their groups and contributed actively to them

27. A focus upon Inclusion I was embarrassed at first to think that she actually needed it, but when I thought about it I realised it would be a good idea, realising that it was going to help her. Initially it was a surprise, but then when I thought about it, I thought it was a good idea. Parent, I Cluster

28. A focus upon Inclusion • Some pupils initially didn’t understand why they had been nominated for support I was quite confused because, like, the other people that I found out were in the group, they were quite badly behaved and I I never thought of myself as badly behaved. I mean, yeah, I would carry on with my friends but I would always get my work done and stuff. So I really didn’t understand why I was being put in this group. SG Pupil, I Cluster

29. A focus upon Inclusion • Once again, the Support Group Leader played an important role in re-assuring the child “… when she first joined I was kinda wary of how she might respond to it. So really all I tried to do was be very encouraging and as friendly as I could be and just to try and build up a relationship with her to try and encourage her and explain, “No, this is a good thing. Don’t worry about you thinking you’ll be here. I’m sure you would benefit from it.” Miss Fraser, SgL

30. A focus upon Inclusion • “Welcome to bad boys’ club” – concerns were expressed by both staff and pupils about the negative connotations of ‘support’ and ‘behaviour support’ in particular … they are automatically, “Oh, behaviour! Oh, support!”, and both of those words kind of have negative connotations. So automatically, you are starting, “Oh.” SG Leaders, H Cluster

31. A focus upon inclusion • The view was expressed that, no matter which name was used to describe an intervention, children could ‘read’ the situation Kids always understand. They just make up their own [name] because they can see who they’re with. Cluster Leader, D Cluster

32. A focus upon Inclusion • Some pupils and their parents were concerned about the child being ‘labelled’ as being badly behaved and negative reputations being formed They had a job-share so the maternity teacher came back at one point and this particular boy was very, very keen not to start with the new teacher with the reputation [of being badly behaved]. He didn’t want her to know that he was [in a Support Group] … He doesn’t want to be labelled. He doesn’t want to be associated with having bad behaviour. SG Leader, I Cluster

33. A focus upon Inclusion In the Primary class, taking the children out of the class was quite a big deal for, especially, the girl. She found it quite embarrassing, actually, to come out. [SG Leader, D Cluster]

34. A focus upon Inclusion • However, whilst it was the case that a few pupils did experience these negative effects, Support Group Leaders reported that, in general, pupils had responded positively to the intervention … they were absolutely delighted. … They couldn’t be more delighted. Honestly, they, they came to every meeting. They did every exercise. They knew there was a [purpose] …they knew this was there to help them. … they had a perception that things were going better for them. … the confidence level was, you knew that you could just set them free. SG Leader, F Cluster

35. A focus upon inclusion • On reflecting upon their experience of participation retrospectively, the six case study pupils all reported it as a positive experience from which they had gained, despite their initial fears and qualms The only thing I didn't like was being singled out at the beginning. ... I am really glad I was picked now even though I was singled out - I'm glad I didn't skip it and went to it to find out what it was. I'm still focussed on my learning and doing well.SG Pupil [one year beyond intervention]

36. Conclusions • It is evident that the intervention had been experienced in different ways by different children • The majority of pupils had had a positive experience • It could not be automatically assumed that the act of identifying a child as being in need of additional support or the provision of that support could be experienced as stigmatising in the longterm although, initially, pupils had found it difficult • What came across as crucially important was the relationship between the SG Leader and pupil and the role which he/she played in creating an inclusive ethos within the Support Group

37. Conclusions • If the pupil enjoyed participating within the discussions and group activities and felt the approach to be beneficial, it was less likely to be perceived as stigmatising • If the balance shifted the other way, the pupil was more likely to experience it as stigmatising • The quality of communication between home and school was important as was the need to consult fully with both the child and parent about participation within the approach • Congruence between the approach and the approaches to promote positive behaviour in the school made it less likely that the child would experience the intervention as stigmatising

38. Conclusions • Whilst school ethos is an important variable, there was insufficient evidence to be able to attribute these differences in experience to this variable • The transition project was considered to be an effective means of smoothing the transition for children who were considered to be vulnerable • The smoothing of the transition by enabling the pupil to form a relationship with the SG Leader who would work with them in the Secondary school prior to transition was important

39. The implications for pedagogies of inclusion • The importance of affirming relationships between teachers and pupils • The importance of consulting pupils [in age appropriate ways] and parents fully about participation in interventions • The need to reach out to the whole school community through high quality communication • The need to ensure that information is conveyed sensitively using language which is least likely to lead to stigmatisation and labelling

40. The implications for pedagogies of inclusion • The need for congruence in approach between the intervention and the systems, structures and ethos of the school • The need to give consideration to systems and structures such that additional support can be provided in ways which are less intrusive • The need to create inclusive school communities in which all children are valued for who they are [the concept of unconditional positive regard (Rogers, 1957)]

41. Next Steps • The approach is being ‘rolled-out’ across all networks of schools in one of the Local Authorities • A desire was expressed to develop the approach for younger children and it is hoped that this will be the next development through a research and development pilot study

42. References Ainscow, M., T. Booth, and A. Dyson. 2006. "Inclusion and the standards agenda: negotiating policy pressures in England." International Journal of Inclusive Education 10 (4-5):295-308. Armstrong, David, and Fiona Hallet. 2012. "Private knowledge, public face: Conceptions of children with SEBD by teachers in the UK - a case study." Educational & Child Psychology 29 (4):77-87. Bilton, K., and P. Cooper. 2012. "ADHD and children with social, emotional and behavioural difficulties." In The Routledge International Companion to Emotional and Behavioural Difficulties [Routledge Handbook], edited by C. Cole, H. Daniels and J. Visser, 32-39. London: Routedge. Head, G. 2014. "Identity, Relationships and Behaviour." In Understanding Teaching and Learning in the Primary Classroom, edited by Mike Carroll and Margaret McCulloch, 89-101. London: SAGE. Hjörne, Eva, and Roger Säljö. 2013. "Institutional Labeling and pupil careers: Negotiating Identities of Children who do not fit in." In The Routledge International Companion to Emotional and Behavioural Difficulties [Routledge Handbook] edited by T. Cole, H. Daniels and J. Visser, 40-47. London: Routledge. Kauffman, James, M. 2013. "Labeling and categorizing children and youth with emotional and behavioral disorders in the USA: Current practices and conceptual problems." In The Routledge International Companion to Emotional and Behavioural Difficulties [Routledge Handbook], edited by J. Visser, H. Daniels and C. Cole, 15-21. London: Routledge. Mowat, J.G. 2014. "‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs,." Emotional and Behavioural Difficulties. Published online July 2014.

43. References Orsati, F.T , and J Causton-Theoharis. 2013. "Challenging control: inclusive teachers’ and teaching assistants’ discourse on students with challenging behaviour." International Journal of Inclusive Education 17 (5):507-525. Reindal, S. M. 2008. "A social relational model of disability: a theoretical framework for special needs education? ." European Journal of Special Needs Education 23 (2):135-146. Riley, K.A., and E. Rustique-Forrester. 2002. Working with Disaffected Students. London: Chapman Publications. Rix, Jonathan , Kieron Sheehy, Felicity Fletcher-Campbell, Martin Crisp, and Amanda Harper. 2013. "Exploring provision for children identified with special educational needs: an international review of policy and practice." European Journal of Special Needs Education 28 (4):375-391. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95-103. Skovlund, Henrik. 2014. " Inclusive and exclusive aspects of diagnosed children's self-concepts in special needs institutions." International Journal of Inclusive Education 18 (4):392-410. Slee, R. 2012. "The labelling and categorisation of children with Emotional and Behavioural Difficulties: A cautionary consideration." In The Routledge International Companion to Emotional and Behavioural Difficulties [Routledge Handbook], edited by T. Cole, H. Daniels and J. Visser, 15-21. London: Routledge.