The influence of schooling on the aspirations of young people with special educational needs

Casey, Lorraine; Davies, Peter; Kalambouka, Afroditi; Nelson, Nick; Boyle, Bill

doi:10.1080/01411920600569214

Cited by 9 publications

(5 citation statements)

References 30 publications

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“…Countless young people find leaving school a positive experience, through which they develop their independence and move towards their adult goals. However, many school-leavers with social, emotional and behavioural difficulties (SEBD) seem ill-prepared for further education, training or employment (Casey et al 2006;Polat and Farrell 2002;Polat et al 2001). In the long term, school leavers with SEBD experience far worse outcomes than their peers, including low levels of education, high unemployment rates and increased risk of involvement in crime or substance abuse.…”

Section: Introductionmentioning

confidence: 99%

Building productive relationships with young people with SEBD in transition: the role of identity

O’Riordan

2015

Emotional and Behavioural Difficulties

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This paper reports a study of the experiences of school-leavers with social, emotional and behavioural difficulties (SEBD), which identified supportive relationships as a key element in the young people demonstrating resilience through this transitional period. Almost all the young people involved in the study had access to potential helpers, but few managed to establish productive relationships with them. Analysis of interviews, conducted over a 15 month period with a group of 15 school leavers, their parents and those who worked with them, suggested that barriers and facilitators to relationship development existed on two levels: institutional and individual. This paper focuses on the individual level, in which identity processes appear to play a key role. These processes are used to explain why some school-leavers built productive relationships and thrived, whilst many failed to do so, and struggled. The findings have implications for policy, practice and theory.Keywords: social, emotional and behavioural difficulties; transition; identity; resilience; relationships 3 Building productive relationships with young people with SEBD in transition: the role of identityThis paper reports a study of the experiences of school-leavers with social, emotional and behavioural difficulties (SEBD), which identified supportive relationships as a key element in the young people demonstrating resilience through this transitional period. Almost all the young people involved in the study had access to potential helpers, but few managed to establish productive relationships with them. Analysis of interviews, conducted over a 15 month period with a group of 15 school leavers, their parents and those who worked with them, suggested that barriers and facilitators to relationship development existed on two levels: institutional and individual. This paper focuses on the individual level, in which identity processes appear to play a key role. These processes are used to explain why some school-leavers built productive relationships and thrived, whilst many failed to do so, and struggled. The findings have implications for policy, practice and theory.

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Section: Introductionmentioning

confidence: 99%

Building productive relationships with young people with SEBD in transition: the role of identity

O’Riordan

2015

Emotional and Behavioural Difficulties

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“…Socially disadvantaged individuals tend to give more emphasis to obedience and conformity than to self‐direction (Alwin, ). Finally, aspirations can also be influenced by the context outside the immediate family, for example at school (Casey et al ., ).…”

Section: Factors Associated With Children's Aspirationsmentioning

confidence: 97%

The role of aspirations in young children's emotional and behavioural problems

Moulton

Flouri

Joshi

et al. 2015

British Educational Res J

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Using data from a large UK cohort (n = 11,656), we investigated the determinants of 7-year-old children's aspirations, and the role of these aspirations in emotional and behavioural problems, as reported by both parents and teachers. Aspirations were classified to reflect their occupational status, masculinity/femininity and intrinsic/extrinsic motivation. Children's aspirations had significant antecedents in social disadvantage, parental involvement in learning, parental values and cognitive ability. Children with low occupational aspirations had more emotional problems as reported by both parents and teachers, and more teacher-reported peer problems. In the teacher report, masculine aspirations were also related to hyperactivity. Gender differences in the association between aspirations and emotional and behavioural problems were few and weak. Intrinsic aspirations were related to peer problems, especially in boys. The inverse relation between feminine aspirations and hyperactivity and peer problems was relatively stronger in girls, as was the association between low aspirations and emotional problems.

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“…However, many school-leavers with social, emotional and behavioural difficulties (SEBD) seem unable to maximise this chance to reinvent themselves, often leaving school ill-prepared to make the transition to training or employment (Casey et al 2006;Polat and Farrell 2002;Polat et al 2001), with long-term outcomes that are 'dismal' (Bradley, Doolittle and Bartolotta 2008).…”

Section: Introductionmentioning

confidence: 99%

Living in the ‘real world’: the experiences and support of school-leavers with social, emotional and behavioural difficulties

O’Riordan

2011

Emotional and Behavioural Difficulties

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Several follow-up studies have reported the poor post-school outcomes for young people with social emotional and behavioural difficulties (SEBD). This paper reports an in-depth examination of the transition process, to increase understanding of why this group struggle with life after school and what can be done to improve the help given to them. The study on which this paper is based was a qualitative, longitudinal study, focussed on a group of school-leavers with SEBD who were leaving a mainstream school and two special schools (one day, one residential). After collecting life histories and information on their support networks before they left school, a researcher followed them, their parents and the professionals who worked with them (college tutors, Connexions workers, etc) for a year. Their parents and the young people themselves were interviewed to gain multiple perspectives on how they are supported and why they struggled or thrived. Most of the participants struggled in the year after they left school without achieving their potential, but some were effectively supported and thrived. The relationships between the young people and key care and education workers seemed to have the greatest influence on their transitional experiences. However, the workers who developed the most constructive and valued relationships with the participants were not the best trained or qualified. A closer look at the some of these relationships shows the transactional nature of their development and the importance of the role of managers and institutional cultures and structures in supporting or inhibiting relationship development.

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The influence of schooling on the aspirations of young people with special educational needs

Cited by 9 publications

References 30 publications

Building productive relationships with young people with SEBD in transition: the role of identity

Building productive relationships with young people with SEBD in transition: the role of identity

The role of aspirations in young children's emotional and behavioural problems

Living in the ‘real world’: the experiences and support of school-leavers with social, emotional and behavioural difficulties

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