Dr Joan Mowat

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“Welcome to the Bad Boys Club”: how an intervention to support children and young people with SEBD was experienced by pupils

Dr Joan Mowat

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Focus of Presentation

Focus of and Background to the Study Aims of the Intervention Criteria for Nomination Nature of Approach Support for Staff Aims of the Study Study Design A Focus upon Inclusion The implications for Pedagogies of Inclusion Next Steps

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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.

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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

Criteria for NominationThe 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

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Nature of Approach

Pupils engage in target-setting, setting their own targets with the assistance of the SG Leader

Pupils complete a SG Diary, to enable them to reflect upon and learn from their experiences

Highly interactive, discussion-based activities designed to foster understanding and thinking skills

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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

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The Study Design

Local Authority 2Local Authority 1

Cluster C

Cluster BCluster A

Cluster D

Cluster E Cluster F

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Study Design - A Cluster

Transition Project1 group of 4 pupils1 Support Group Leader- Pr 71 Support Group Leader - S1

Phase B

Secondary Project1 group of 4 pupils 1 Support Group Leader - S2

Primary 6 Project1 group of 4 pupils 1 Support Group Leader - Pr 6

Phase A

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

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N = Population Research Tools

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Studies

One pupil from each cluster selected by means of a multi-phase stratified sampling method

Semi-Structured interviews conducted with pupil, Sg Leader(s), parent/guardian and class teacher or Pastoral Care Teacher (PCT) at end of intervention and one year later

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selected by means of a multi-phase stratified sampling method

Open-questionnaires:-Sg pupil, Sg Leader(s), parent/guardian, sample of class teachers/PCT

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All pupils within intervention + comparator group of pupils drawn from same class

Attitudinal Semantic Differential Questionnaires [pre and post-intervention]

Analysis of Statistical Data [attendance, discipline, attainment] at three key points

Study Design

6 Focus Group Discussions held with SG and Cluster Leaders [N = 26] at end of intervention

Completion of Likert Scale survey by SG & Cluster Leaders [N = 26] evaluating Sg approach against ‘Journey to Excellence’ (HMIE, 2006) at end of intervention

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Study Design

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Support for Staff

4 days of INSET Regular Newsletters Website

http//:www.usingsupportgroups.org.uk

A focus upon Inclusion

Inclusion as concerned with disability and SEN

Inclusion as a response to disciplinary exclusion

Inclusion in relation to all groups seen as being vulnerable to exclusion (on the basis of race, ethnicity, sexual orientation etc.)

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Ainscow, Booth and Dyson, 2006


Inclusion as developing the school for all Inclusion as ‘Education for All’ Inclusion as a principled approach to

education and society

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Ainscow, Booth and Dyson, 2006


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?

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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


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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


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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


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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


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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 additional support could have very negative consequences for the child and family. It is a very difficult balancing act.

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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?

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… 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]


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

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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

A focus upon Inclusion Some pupils initially didn’t understand why they

had been nominated for support Once again, the Support Group Leader played an

important role in re-assuring the child

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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

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

The view was expressed that, no matter which name was used to describe an intervention, children could ‘read’ the situation

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… 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

Kids always understand. They just make up their own [name] because they can see who they’re with. Cluster Leader, D Cluster

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

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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


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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]

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

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… 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


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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]


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

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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

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

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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

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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

Whilst school ethos is an important variable, there was insufficient evidence to be able to attribute these differences in experience to this variable

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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

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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 within interventions and ensuring that they understand the basis of the nomination

The need to reach out to the whole school community through high quality communication

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The implications for pedagogies of inclusion The need to ensure that information is conveyed

sensitively using language which is least likely to lead to stigmatisation and labelling

The need for congruence in approach between the intervention and the systems, structures and ethos of the school

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The implications for pedagogies of inclusion 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)]

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Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95-103.

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

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References

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Ainscow, M., T. Booth, and A. Dyson. 2006. Improving Schools, Developing Inclusion. London: Routledge.

Dr Joan Mowat

Documents

Transcript of Dr Joan Mowat