A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH)

Hickinbotham, Laura; Soni, Anita

doi:10.1080/13632752.2021.1894743

Cited by 5 publications

(6 citation statements)

References 34 publications

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“…As illustrated in the current study, these stigmas are influenced by several factors, including differences in a person's group membership, social contacts, exposure to literacy campaigns, and education levels (Committee on the Science of Changing Behavioural Health Social Norms et al, 2016;Stuart, 2016). 'Labels' such as emotional and behavioural difficulties, may also perpetuate negative perceptions about students with social, emotional, and behavioural difficulties (Hickinbotham and Soni, 2021). However, previous studies suggested that the impact of such labelling is more complex for the students.…”

Section: Discussionmentioning

confidence: 80%

“…However, previous studies suggested that the impact of such labelling is more complex for the students. While the labels may represent stigmas and negative expectations (Lauchlan and Boyle, 2007;Mowat, 2015), they can also help students understand their individual needs and fulfil their need for belongingness and autonomy (Cosma and Soni, 2019;Hickinbotham and Soni, 2021). To reduce stigmas, good role models and adequate knowledge of disorders may be helpful (Tanaka et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

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Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Fujino

Sato

2022

Humanit Soc Sci Commun

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Emotional and behavioural problems have marked adverse effects on school engagement and student performance. While previous studies have investigated the transition from primary to secondary school, middle to high-school transitions are not well-documented. Therefore, this qualitative study focuses on teachers charged with special needs classes in middle schools to identify their difficulties in supporting the career decisions of students with social, emotional, and behavioural difficulties. The study participants consisted of 18 teachers from special needs classes in Japanese middle schools. We identified three themes concerning teachers’ experiences: difficulties in determining students’ future trajectories, difficulties in collaborating with stakeholders, and teachers’ considerations of what is important. The findings suggest that the stigmas associated with social, emotional, and behavioural difficulties interfere career path choices of such students. Therefore, future studies about these students are essential for supporting career path-related decision-making among the teachers, students, and parents.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Fujino

Sato

2022

Humanit Soc Sci Commun

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“…Indeed, the evidence base is compelling for using student data to guide instructional decisions (Jung et al, 2018) and seeking perspectives from students themselves is a vital component (Hickinbotham & Soni, 2021;Horgan et al, 2023). Lower competence in this subscale suggests the need for dedicated training on becoming a critical reflective practitioner to help teachers effectively gain evidence from the range of sources available to them, including the student themselves, and evaluate that knowledge to inform their practice.…”

Section: Examining Inclusive Education Practices Using the Srfmentioning

confidence: 99%

Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

Loyd,

Opoku,

Walker

et al. 2024

Research in Spec Educ Needs

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Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

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“…I interpreted that for all participants, talking about mental health triggered thoughts, feelings and associations related to their own personal experiences, which shapes their own stories and consequently, steered their discussions in different directions. (Hickinbotham & Soni, 2021). Here, it is useful to draw on previously explored ideas by Tuffin et al (2001) who discussed how language around mental health shapes understanding.…”

Section: 1: Research Question 1 Andmentioning

confidence: 99%

“…EPs must recognise the key role they play in supporting teachers to interpret mental health discourses and make sense of the teacher role in children's mental health (Monkman, 2013). Teachers may benefit from regular opportunities to discuss the use of mental health language and labels to reflect on classroom implications (for example, how this affects perceptions of the child and understanding of appropriate support) (Hickinbotham & Soni, 2021). This should form part of whole-school considerations and policies and the use of mental health discourse (Dimitrellou & Hurry, 2018).…”

Section: 4: Recommendations For Practicementioning

confidence: 99%

“When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom

Hattersley

2023

Educational Psychology in Practice

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Government statistics illustrate that children's mental health problems are rising. Both research and policy recognise that schools provide an ideal environment to promote mental health and therefore, schools are positioned as central to identifying and responding to children's mental health problems.Consequently, teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments and implementing targeted interventions. There are a number of research studies which focus on the teacher role in children's mental health, but few look in detail at the lived experience of primary school teachers to provide deeper exploration of individual teacher perspectives. The aim of my research is to explore how primary teachers in the United Kingdom conceptualise mental health, specifically children's mental health, how they view and make sense of their role in relation to this, and how they approach working with children based on these understandings. In focussing on teachers' specific experiences and exploring individual stories of

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A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH)

Abstract: A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH).

Cited by 5 publications

References 34 publications

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

“When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom

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