The difference that makes the difference: a pupil perspective about schooling designed for students with social emotional and behavioural difficulties (SEBD)
type: CreativeWork
description: I have worked my whole career with children presenting with what is now refer to as ‘social, emotional and behavioural difficulties’ (SEBD) and I feel I have gained much expertise in this field. One of the ongoing problems of working in the field is that although much good work is done with the children and many strategies, that seem to work well, are intuitively used by experienced teachers, there is little research to back this experiential approach. Therefore there is a lack of evidence- based practice as to what works with these young people and even less evidence about what the children think works for them. Researchers in the field, Cooper and Jacobs (2011, p3) state ‘The paucity of literature was in itself significant given not only the current widespread concern about addressing emotional and behavioural difficulties within schools in England but also the ready acceptance of a relatively small number of initiatives, which have an identifiable structure in terms of training courses and anecdotal evidence of efficacy but negligible support in terms of research studies’. They conclude their ‘International Review’ suggesting, ‘There is relatively little independent research and evaluation on curriculum provision for permanently excluded pupils below key stage 4. Apart from notable examples such as Hayden and Ward (1996) the experiences of such pupils also do not feature in recent literature’. (Cooper and Jacobs, 2011,p.23) Fletcher-Campbell and Wilkin (2003,p.3) concur that, ‘ the sources upon which this review draws were limited to post-1994 literature. It became apparent that a considerable number of the post-1994 sources identified focused on statistical trends, causes, and preventative work in mainstream schools, rather than on provision for excluded pupils.’ Working in this area gives me a great opportunity to study some aspects that may add to the current research on the provision for excluded pupils. The other interest I have is to explore if the same app…
abstract: I have worked my whole career with children presenting with what is now refer to as ‘social, emotional and behavioural difficulties’ (SEBD) and I feel I have gained much expertise in this field. One of the ongoing problems of working in the field is that although much good work is done with the children and many strategies, that seem to work well, are intuitively used by experienced teachers, there is little research to back this experiential approach. Therefore there is a lack of evidence- based practice as to what works with these young people and even less evidence about what the children think works for them. Researchers in the field, Cooper and Jacobs (2011, p3) state ‘The paucity of literature was in itself significant given not only the current widespread concern about addressing emotional and behavioural difficulties within schools in England but also the ready acceptance of a relatively small number of initiatives, which have an identifiable structure in terms of training courses and anecdotal evidence of efficacy but negligible support in terms of research studies’. They conclude their ‘International Review’ suggesting, ‘There is relatively little independent research and evaluation on curriculum provision for permanently excluded pupils below key stage 4. Apart from notable examples such as Hayden and Ward (1996) the experiences of such pupils also do not feature in recent literature’. (Cooper and Jacobs, 2011,p.23) Fletcher-Campbell and Wilkin (2003,p.3) concur that, ‘ the sources upon which this review draws were limited to post-1994 literature. It became apparent that a considerable number of the post-1994 sources identified focused on statistical trends, causes, and preventative work in mainstream schools, rather than on provision for excluded pupils.’ Working in this area gives me a great opportunity to study some aspects that may add to the current research on the provision for excluded pupils. The other interest I have is to explore if the same app…
author: Creagh, Gerda
language: eng
date published: 2016-11
date modified: 2026-07-24T03:54:53Z
provider: Queen's University Belfast
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Queen's University Belfast