Showing papers in "Emotional and Behavioural Difficulties in 2021"
TL;DR: The Covid 19 pandemic has caused unprecedented upheaval across society as a whole and particularly for vulnerable children and young people as mentioned in this paper, who are at risk of exposure to the pandemic.
Abstract: Schools often provide structure and safety to students but particularly for vulnerable children and young people The Covid 19 pandemic has caused unprecedented upheaval across society as a whole b
21 citations
TL;DR: In this paper, the authors draw on the impact of the ongoing pandemic to highlight the failure of the English legal regime to adequately protect children's right to education, particularly equal access to education by especially vulnerable children.
Abstract: This article draws on the impact of the ongoing pandemic to highlight the failure of the English legal regime to adequately protect children’s right to education, particularly equal access to education by especially vulnerable children. Ifirst outline key domestic and international legislative provisions positioned as securing children’s and parents’ rights in this context. Prior to the pandemic, there was growing recognition of the current regime's failings regarding illegal exclusions from school, children missing from education, and the lack of inclusive education for children with special educational needs and disabilities (‘SEND’). The protection of children’s rights relied on the benevolent exercise of discretion and key decision-makers not exploiting limited oversight and scrutiny in order to meet results-driven accountability measures. Second, I critically analyse pandemic law-making and regulation, particularly in relation to the exclusion process, the legal duty to provide education in an online environment, the law on Education, Health, and Care Plans (‘EHCPs’), and the de-registration and fines for non-attendance. Third, I argue that the educational impact of the pandemic highlights the need for law reform, rather than merely revisions to statutory guidance and focus on best practice. Such reform may also trigger improvement via the ‘reflexive regulation’ of the education system.
10 citations
TL;DR: Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England as discussed by the authors, based on data collected from interviews with Local Authority Education Officer.
Abstract: Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officer...
9 citations
TL;DR: The authors explored the relationship between school exclusion and youth crime and considered what criminological research can add to our understanding, and argued for understanding young people's lives, their educational experiences, and their involvement in offending, holistically and in the round, taking account of all their relationships and activities and employing contextual approaches to addressing these problems.
Abstract: This article explores the relationship between school exclusion and youth crime and considers what criminological research can add to our understanding. The article first explores the history of the ways in which the criminological implications of school exclusion have been conceptualised, including the link between exclusion and young people’s offending, and the so-called ‘school-to-prison pipeline’. There is a long history of work in the UK and the US that explores how processes of school exclusion contribute to youth crime, the trajectory from the label of ‘troublemaker’ to more serious deviance, and how disciplinary polices can themselves lead to criminalisation. As we show, the relationship is complex and establishing causality is difficult. We then consider more recent work on how school exclusion contributes to the vulnerability and exploitation of marginalised young people. Finally, we argue for understanding young people’s lives, their educational experiences, and their involvement in offending, holistically and ‘in the round’, taking account of all their relationships and activities and employing contextual approaches to addressing these problems.
8 citations
TL;DR: In this article, a retrospective account of schooling is presented, drawing on multiple narrative interviews with nine young adults with Attention Deficit Hyperthyroidism (ADHD) and school.
Abstract: Relegated to the margins of the large body of research on ADHD and school is individuals’ own retrospective accounts of schooling. Drawing on multiple narrative interviews with nine young adults wi...
7 citations
TL;DR: In this paper, the authors analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive and intensive instruction.
Abstract: The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive ...
7 citations
TL;DR: In this paper, the authors analyse the relationship between moral disengagement mechanisms, aggression and bullying behavior in high school students between 11 and 17 years who took the Mechanisms of....
Abstract: This study aims to analyse the relationship between moral disengagement mechanisms, aggression and bullying behaviour in 221 high school students between 11 and 17 years who took the Mechanisms of ...
6 citations
TL;DR: The multiple layers of exclusion that can be experienced by a child at school and the relationship of this to mental well-being is the focus of as mentioned in this paper, where the relationship between specific mental...
Abstract: The multiple layers of exclusion that can be experienced by a child at school and the relationship of this to mental well-being is the focus of this paper. The relationship between specific mental ...
6 citations
TL;DR: This paper investigated the processes underpinning contrasting rates of school exclusions both within and across the different jurisdictions of the UK and found that the prevailing policy discourse can only be part of the explanation and cannot account for the high levels of variation in rates of official and hidden exclusion across Wales, nor the many forms of hidden exclusion going on in Welsh schools.
Abstract: This paper contributes to our growing understanding of the processes underpinning contrasting rates of school exclusions both within and across the different jurisdictions of the UK. Wales is often compared favourably to its larger neighbour England, where rates of permanent exclusions have risen dramatically in recent years. One explanation for Wales’ lower rates might lie in the very different values which underpin its education policies. However, the prevailing policy discourse can only be part of the explanation and cannot account for the high levels of variation in rates of ‘official’ school exclusions across Wales, nor the many forms of ‘hidden’ exclusion going on in Welsh schools. Drawing on interview data with policy-makers and practitioners, this paper points to the need to explore how policy is enacted at the local level. This entails taking into account the often unacknowledged conditions in which schools operate and the unintended consequences of policy imperatives which can lead to outcomes that frustrate and undermine anti-exclusionary practices and processes.
6 citations
TL;DR: For instance, the authors found that over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty, and the number of student...
Abstract: Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of student...
5 citations
TL;DR: In this paper, a systematic review synthesises the existing research evidence regarding the experiences of young people reintegrated to a mainstream secondary school (MSS) through alternative provision (AP).
Abstract: This systematic review synthesises the existing research evidence regarding the experiences of young people reintegrated to a mainstream secondary school (MSS) through alternative provision (AP), f...
TL;DR: It is concluded that those working within the Northern Ireland education system, are committed to an inclusive approach, however, the development and implementation of effective supporting frameworks take time and consultation, and there is evidence of tension between the perceptions of those working at a system-level and those working in schools.
Abstract: Across the four UK jurisdictions, there are distinct disparities in exclusion rates of school students. Northern Ireland, alongside Scotland and Wales, has demonstrated over time, lower rates of pe...
TL;DR: Findings indicated that the Good Childhood Index, KIDSCREEN-27, Stirling Children's Wellbeing Scale and the Warwick and Edinburgh Mental Health Scale are all suitable measures for universal secondary school screening of young people’s mental health and wellbeing, as defined by NICE.
Abstract: The mental health and wellbeing of children and young people is an area of great concern for those within education and health sectors, with young people reported to be especially at risk during ad...
TL;DR: Five themes are reported: being equipped to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; training and support which meets the needs of all school staff.
Abstract: Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and us...
TL;DR: In this paper, a pilot study provides a preliminary evaluation of the newly adapted one-to-one version of TIK, using a randomised-controlled design, with one hundred and seven parents of a child.
Abstract: This pilot study provides a preliminary evaluation of the newly adapted one-to-one version of Tuning in to Kids (TIK), using a randomised-controlled design. One hundred and seven parents of a child...
TL;DR: In this paper, the authors conducted a semi-structured interview with nine adolescents (15-18 years) to explore their experiences of panic attacks and found that mental images enhanced the intensity of panic.
Abstract: Panic attacks are common in adolescents and are experienced in several mental health difficulties. In adults, cognitions during panic attacks comprise mental images as well as thoughts. No qualitative research into panic attacks has been conducted with adolescents. Better understanding of the experience of panic attacks, including the presence and nature of mental images, may improve treatments.
Nine adolescents (15 – 18 years) completed a semi-structured interview exploring experiences of panic attacks. Data was analysed using Interpretative Phenomenological Analysis.
Six superordinate themes reflected the intense nature of having a panic attack, being unable to think and fearing losing control of one’s mind, a disconnect in feeling the panic attack would never end versus knowing from experience that it would, feeling completely out of control during the attack, feeling embarrassment and shame, feeling cut-off and isolated from others, and trying to find ways to cope through distraction, avoidance and learning to understand the thoughts. Mental images enhanced the intensity of panic. Several aspects of the findings were consistent with the cognitive model of panic disorder in adults. The impact of panic on normative adolescent developmental tasks is discussed. Interventions should be adapted for adolescents’ developmental stage and consider any mental images.
TL;DR: In this article, the role of parental characteristics and mindful parenting in risk behavior of adolescents was explored, and a total of 604 participants took part in the study, out of which N = 361...
Abstract: This research aimed to explore the role of parental characteristics and mindful parenting in risk behaviour of adolescents. A total of 604 participants took part in the study, out of which N = 361 ...
TL;DR: Pupils with special educational needs and disabilities (SEND) are disproportionately overrepresented in official statistics on exclusion suggesting that mainstream schools are failing to meet the needs of SEND students as discussed by the authors.
Abstract: Pupils with special educational needs and disabilities (SEND) are disproportionately over-represented in official statistics on exclusion suggesting that mainstream schools are failing to meet thei...
TL;DR: In this paper, the authors describe how children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusi...
Abstract: Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusi...
TL;DR: In this article, the interplay of individual and environmental factors that are associated with externalising behaviour problems is investigated, considering that externalising behavior problems are one of the most prominent psychopathologies.
Abstract: Considering that externalising behaviour problems are one of the most prominent psychopathologies, it is important to investigate the interplay of individual and environmental factors that are asso...
TL;DR: In this paper, poor parenting and caregiver-child attachment relationships are important risk factors of conduct problems in young children, but more research is require. But the authors do not consider the role of attachment in the development of behaviour difficulties.
Abstract: Conduct problems (CP) are common behaviour difficulties in young children. Poor parenting and caregiver-child attachment relationships are important risk factors of CP, but more research is require...
TL;DR: In this article, the authors investigated the relationship between sleep quality and mediators between child abuse victims and their sleep quality, and found that sleep quality was positively associated with the underlying mediators.
Abstract: Child abuse victims often experience sleep problems, but the possible underlying mediators between them are not well known. This study aimed to investigate the relationship between sleep quality an...
TL;DR: In this paper, a systematic review of qualitative research evidence exploring the views of children and young people identified as having Social, Emotional and Mental Health issues was conducted, and the findings from the review were reported.
Abstract: This article reports the findings from a systematic review of qualitative research evidence exploring the views of children and young people identified as having Social, Emotional and Mental Health...
TL;DR: In this article, the authors used thematic analysis to determine how a sample of headteachers define, identify and recognise underlying causes of social, emotional and mental health difficulties experienced by children and young people.
Abstract: In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.
TL;DR: This article found that office disciplinary referrals during students’ first year of high school have been understudied despite research indicating they undermine graduation rates, based on two cohorts of 9th grade students.
Abstract: Office disciplinary referrals (ODRs) during students’ first year of high school have been understudied despite research indicating they undermine graduation rates. Based on two cohorts of 9th grade...
TL;DR: The authors linked parenting practices to the development of internalising symptoms in children, however, they cannot fully explain the evolution of internalizing symptoms, as other studies have shown that parenting practices cannot explain the emergence of these symptoms.
Abstract: Research has linked parenting practices to the development of internalising symptoms in children. However, parenting practices cannot fully explain the evolution of internalising symptoms, as other...
TL;DR: Attention-Deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental condition as discussed by the authors and most schools, Further Education colleges, vocational training and higher education settings will be affected by it.
Abstract: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will ne...
TL;DR: Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement as discussed by the authors, and early years practitioners need robust assessmeasurements.
Abstract: Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessme...