‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system

Caslin, Marie

doi:10.1080/13632752.2019.1587899

Cited by 11 publications

(34 citation statements)

References 40 publications

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“…The labels that have been attached to this group of young people are in a constant state of flux and have included; maladjusted, Emotional Behavioural Difficulties (EBD), SEBD and most recently Social Emotional and Mental Health (SEMH) (Stanforth and Rose, 2018; Caslin, 2019). For the purposes of this article the term SEBD will be employed as a reflection of the language that is used within the classroom as part of the special educational needs discourse (Penketh, 2014; Caslin, 2019). This is also to acknowledge the consistent emphasis that is placed on the behaviour aspect of such labels (Norwich and Eaton, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…There are concerns regarding how labels are employed within schools as these can work to reinforce the medical model (Goodley, 2017; Caslin, 2019). The stigmas that are attached to these labels will shape the perceptions of young people held by the adults who surround them.…”

Section: Introductionmentioning

confidence: 99%

“…Research which has explored teacher perspectives, indicates that educators often believe poor behaviour in the classroom to be the result of deficits within the child (Armstrong, 2018). Yet, there is also research which suggests ‘difficult’ behaviour presented in the classroom can be the result of young people’s educational needs not being met (Parsons and Howlett, 1996; Armstrong, 2018; Caslin, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…We do, however, need to consider the position of the teacher here. Policy initiatives are focused on empowering teachers and increasing their ability to remove ‘unwanted’ pupils rather than empowering educators to effectively support this group of pupils (Caslin, 2019). Evidently, recent emphasis on measurement of performance as a central preoccupation in schools (Goodley, 2017; Deakin et al ., 2018) has had a damaging impact on the educational journey of young people who have received the SEBD label.…”

Section: Introductionmentioning

confidence: 99%

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‘They have just given up on me’ How pupils labelled with social, emotional and behavioural difficulties (SEBD) experience the process of exclusion from school

Caslin¹

2021

Support for Learning

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For decades, the school exclusion rates have been a cause for concern within the English education system. We have witnessed a steady increase in the numbers of pupils being excluded since 2012. Evidence suggests that some children are more likely to be excluded from school, a significant number will have had the social, emotional and behavioural difficulties label attached to them. This article will draw on the work of Parsons and Howlett (Permanent exclusions from school: A case where society is failing its children. Support for Learning, 11, 3, 109-112, 1996) to see how much, if any, progress has been made since the publication of their work which raised concerns regarding the exclusion processes employed in England. Drawing on the perspectives of pupils, parents and teachers, 13 in-depth case studies were developed, with emphasis placed on employing innovative and creative methods to hear the voices of young people. The findings revealed that young people, their parents and teachers feel the current education system continues to fail this group of young people. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘They have just given up on me’ How pupils labelled with social, emotional and behavioural difficulties (SEBD) experience the process of exclusion from school

Caslin¹

2021

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“…Disruptive behaviour is also a trigger for teachers to leave their teaching profession within 5 years after post‐qualification (Greene, 2014). The difficulties are often perceived to be pupil‐related (Casin, 2019; Hvidsten and Wilhelmsen, 2019), and teachers also understand pupils with ‘concentration difficulties’ differently (Hvidsten and Wilhelmsen, 2018, 2019).…”

Section: Introductionmentioning

confidence: 99%

Counsellors perceptions of the phenomenon of concentration difficulties

Hvidsten¹,

Valle²

2021

Support for Learning

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Pupils' lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This article is based on a study that aims to develop a deeper understanding of how the counsellors perceive the term 'concentration difficulties'. Even though the term is widely used in templates and in national strategic documents to describe pupils' disruptive behaviour, few other studies emphasise this perspective. The study has a phenomenological-hermeneutic inspired approach and is based on individual in-depth interviews with counsellors working at the EPCS. The key findings suggest that the counsellors understanding of the term are influenced by their personal perceptions of the term, their education and the way they facilitate adapted learning.

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Classes for lessons and classes for life: segregating students within schools, between schools, and after school

Skerritt

2020

British Journal of Sociology of Education

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‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system

Cited by 11 publications

References 40 publications

‘They have just given up on me’ How pupils labelled with social, emotional and behavioural difficulties (SEBD) experience the process of exclusion from school

‘They have just given up on me’ How pupils labelled with social, emotional and behavioural difficulties (SEBD) experience the process of exclusion from school

Counsellors perceptions of the phenomenon of concentration difficulties

Classes for lessons and classes for life: segregating students within schools, between schools, and after school

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