Perspectives of Secondary Students with Profound and Multiple Learning Difficulties Regarding a Peer Mentoring Programme: A Participatory Inquiry
type: CreativeWork
description: This study aimed to ascertain the preferences and experiences of students with Profound and Multiple Learning Difficulties (PMLD) and students with Social, Emotional and Mental Health difficulties (SEMH) who were involved in a programme of peer mentoring. Peer mentoring was designed to create inclusive opportunities for both parties, working on joint activities to promote social interactions. The study involved two local authority special schools in England which were in the same local authority and a short distance from each other (5 miles, a 7-minute drive). One of the special schools catered for students with Severe Learning Difficulties (SLD) and students with PMLD. The second special school catered for students with SEMH. The students from the SEMH school were recruited to become peer mentors for students with PMLD. The recruitment process involved an external organisation Connecting 2gether. There was a six-week induction period, then the research was conducted over a 22-week period. All the students and peer mentors were of secondary school age: 11-19 years old. Four students with PMLD, nine peer mentors and nine members of staff became participants in the research. Data was co-constructed with participants using the Mosaic Approach. Key themes of relationships, interactions, changes in attitudes, communication and preventing social exclusion emerged from data. The original aim of the research was to ascertain the experiences and preferences of the students with PMLD surrounding peer mentoring. The co-constructed data however evidenced mutual benefits for students with PMLD and peer mentors; highlighting specific advantages for peer mentors attending a peer mentoring programme with students with PMLD.
abstract: This study aimed to ascertain the preferences and experiences of students with Profound and Multiple Learning Difficulties (PMLD) and students with Social, Emotional and Mental Health difficulties (SEMH) who were involved in a programme of peer mentoring. Peer mentoring was designed to create inclusive opportunities for both parties, working on joint activities to promote social interactions. The study involved two local authority special schools in England which were in the same local authority and a short distance from each other (5 miles, a 7-minute drive). One of the special schools catered for students with Severe Learning Difficulties (SLD) and students with PMLD. The second special school catered for students with SEMH. The students from the SEMH school were recruited to become peer mentors for students with PMLD. The recruitment process involved an external organisation Connecting 2gether. There was a six-week induction period, then the research was conducted over a 22-week period. All the students and peer mentors were of secondary school age: 11-19 years old. Four students with PMLD, nine peer mentors and nine members of staff became participants in the research. Data was co-constructed with participants using the Mosaic Approach. Key themes of relationships, interactions, changes in attitudes, communication and preventing social exclusion emerged from data. The original aim of the research was to ascertain the experiences and preferences of the students with PMLD surrounding peer mentoring. The co-constructed data however evidenced mutual benefits for students with PMLD and peer mentors; highlighting specific advantages for peer mentors attending a peer mentoring programme with students with PMLD.
author: Newcombe, Jessica
language: eng
keywords: Profound and Multiple Learning Difficulties, PMLD, Peer Mentoring
date published: 2022-7
date modified: 2026-07-24T03:26:52Z
provider: University of Northampton
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Northampton