McCrossan, Gary
(2023)
A Narrative Orientated Inquiry Exploring the Key Stage 2-3 Transition Experiences of Young People with SEMH Needs in Mainstream Schools.
DAppEdPsy thesis, University of Nottingham.
Abstract
Key Stage 2-3 (KS2-3) transition is experienced by the majority of young people attending mainstream schools in England. Research suggests that, whilst most young people are able to navigate this transition successfully, for some it may represent a period of significant social, emotional, and academic challenge (Jindal-Snape et al., 2020). Furthermore, difficulties during transition may be associated with negative social, emotional, and academic outcomes (Hopwood & Dyment, 2016; West et al., 2010; Zeedyk et al., 2003). Research suggests that in comparison to their peers, young people with Social Emotional, and Mental Health (SEMH) needs may be more likely to encounter experiences associated with a difficult KS2-3 transition experience (Cefai & Cooper, 2010; Cosma & Soni, 2019).
The current study aims to explore the KS2-3 transition experiences of young people with SEMH needs in mainstream schools in England. An adapted version of Hiles and Čermák’s (2008) model of ‘Narrative Oriented Inquiry (NOI) was adopted. Informant style interviews were used, with the support of a visual life-path tool. Data was collected with three male participants aged 12-14 years who were attending mainstream secondary schools in the West Midlands region of the UK and were supported via an Education and Health Care Plan (EHCP) for SEMH needs.
Data analysis utilised both Holistic-form and Categorical-content analysis, as outlined by Lieblich et al. (1998), in order to explore and understand both the form and content of the stories shared by participants. The form of narratives was plotted in relation to participants’ evaluations of school their experience. Content was explored in relation to a Resilience framework, exploring risk and protective factors associated with the participants’ KS2-3 transition experiences.
Holistic-form analysis indicates varied trajectories amongst participants, with points of progression and regression appearing to occur at different stages for each participant. Shared points of regression appear to include pre-transition worries and initial adjustment to Year 7. Shared points of progression appear to occur following opportunities for familiarisation with KS3 settings. Categorical-content analysis indicates various individual and environmental risk and protective factors which are relevant to KS2-3 transition. The current study highlights the potential importance of risk and protective factors including peer relationships, pupil-teacher relationships, and experiencing punitive responses to behaviour, social skills, dispositional optimism, imagined future selves, and academic-self-concept. The implications of the current research are discussed in relation Educational Psychologists, schools and settings, and future research.
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