Exploring how statements of special education needs (SEN) are actualised in the mainstream primary classroom for children with behavioural, emotional and social difficulties (BESD)

This piece of research aimed to explore how Statements of Special Educational Needs (SEN) are delivered to children with Behavioural, Emotional, and Social Difficulties (BESD) in mainstream primary classrooms (KS2). A mixed- methods approach was utilised. Firstly, the research aimed to qualify the support provided in the Statement of SEN in terms of the recommendations and provisions made to support learning and behaviour. Secondly, teachers and learning support assistants (LSA) accounts of their delivery of the Statement of SEN were elicited through semi-structured interviews. Thirdly, observations of teachers and LSAs were made in class to explore the nature of the interactions that took place in class between the child supported by a Statement of SEN and their teacher and LSA. The interviews were analysed using thematic analysis to explore how teachers and LSAs maintain to deliver support. Observations were collated to provide an account of the actual nature of the interactions that took place between staff and students. Discrepancies between the support as mandated in the Statement of SEN and the actual support as delivered in the classroom were noted. Analysis of interviews and observations of staff highlighted how support for children was largely directed towards improving academic attainment for this group of children. The study highlighted a lack of provision for the development of social skills for this group of children.EThOS - Electronic Theses Online ServiceGBUnited Kingdo