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Emotional and Behavioural Difficulties Volume 16, 2011 - Issue 3: Transforming Troubled Lives
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Articles

Pupil voice: listening to and hearing the educational experiences of young people with behavioural, emotional and social difficulties (BESD)

Marie O'Connor Faculty of Education, Community and Leisure, Liverpool John Moores University, UKCorrespondencem.l.o'[email protected]
,
Alan Hodkinson Centre for Disability and Cultural Studies, Liverpool Hope University, UK
,
Diana Burton Academic Enhancement, Research and Regional Engagement, Liverpool John Moores University
&
Gabriella Torstensson Faculty of Education, Community and Leisure, Liverpool John Moores University, UK
Pages 289-302 | Published online: 18 Jul 2011

Citations (29)

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Read on this site (13)

Victoria Feingold & Janet Rowley. (2022) Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals. Emotional and Behavioural Difficulties 27:4, pages 310-329.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2022) Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties 27:1, pages 58-71.
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Sarah Martin-Denham. (2021) Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England. Emotional and Behavioural Difficulties 26:2, pages 187-205.
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Laura Hickinbotham & Anita Soni. (2021) A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH). Emotional and Behavioural Difficulties 26:2, pages 135-150.
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Sarah Martin-Denham. (2020) Riding the rollercoaster of school exclusion coupled with drug misuse: the lived experience of caregivers. Emotional and Behavioural Difficulties 25:3-4, pages 244-263.
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Eleni Dimitrellou, Jane Hurry & Dawn Male. (2020) Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas. International Journal of Inclusive Education 24:10, pages 1097-1113.
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Bairbre Tiernan, Dolores McDonagh & Ann Marie Casserly. (2020) Supporting student with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision. Emotional and Behavioural Difficulties 25:2, pages 169-182.
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Pandelitsa Cosma & Anita Soni. (2019) A systematic literature review exploring the factors identified by children and young people with behavioural, emotional and social difficulties as influential on their experiences of education. Emotional and Behavioural Difficulties 24:4, pages 421-435.
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Marie Caslin. (2019) ‘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. Emotional and Behavioural Difficulties 24:2, pages 167-180.
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Rheanne Jalali & Gavin Morgan. (2018) ‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs). Emotional and Behavioural Difficulties 23:1, pages 55-68.
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Emma L Sheffield & Gavin Morgan. (2017) The perceptions and experiences of young people with a BESD/SEMH classification. Educational Psychology in Practice 33:1, pages 50-64.
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Corinne Syrnyk. (2014) Capturing the Nurture approach: experiences of young pupils with SEBD. Emotional and Behavioural Difficulties 19:2, pages 154-175.
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Siobhan Michael & Norah Frederickson. (2013) Improving pupil referral unit outcomes: pupil perspectives. Emotional and Behavioural Difficulties 18:4, pages 407-422.
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Articles from other publishers (16)

Anett Hrabéczy, Tímea Ceglédi, Katinka Bacskai & Gabriella Pusztai. (2023) How Can Social Capital Become a Facilitator of Inclusion?. Education Sciences 13:2, pages 109.
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Laura Gray, Vivian Hill & Elizabeth Pellicano. (2023) “He’s shouting so loud but nobody’s hearing him”: A multi-informant study of autistic pupils’ experiences of school non-attendance and exclusion. Autism & Developmental Language Impairments 8.
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Arif Mahmud. (2021) “Please Miss, Please!”: An observational study of young people’s social and emotional experiences post-transition to secondary school. Improving Schools 25:2, pages 114-128.
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Linda J. Graham, Haley Tancredi & Jenna Gillett-Swan. (2022) What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior. Frontiers in Education 7.
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Sarah Martin‐Denham. (2021) School exclusion, substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children. Support for Learning 36:4, pages 532-554.
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Sharon Smith. (2021) Finding the voice of students engaging in online alternative provision via digital data collection methods. British Journal of Educational Technology 52:2, pages 899-914.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2021) La gestion de classe sous le prisme des perceptions des élèves avec difficultés comportementales : une recension des écrits. La nouvelle revue - Éducation et société inclusives N° 89-90, vol. 1:1, pages 167-186.
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Marie Caslin. (2021) ‘They have just given up on me’ How pupils labelled with social, emotional and behavioural difficulties (SEBD) experience the process of exclusion from school. Support for Learning 36:1, pages 116-132.
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Eleni Dimitrellou & Dawn Male. (2019) Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?. Journal of Research in Special Educational Needs 20:2, pages 87-96.
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Birgit Herz & Nora Haertel. (2016) THE PUPILS VOICE IN DIFFERENT EDUCATIONAL SETTINGS. Journal of Research in Special Educational Needs 16, pages 1040-1045.
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Karen E. Broomhead. (2016) ‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural, emotional and social difficulties (BESD). Journal of Research in Special Educational Needs 16:1, pages 57-64.
Crossref
Emma-Kate Kennedy. (2015) The Revised SEND Code of Practice 0-25: effective practice in engaging children and young people in decision-making about interventions for social, emotional and mental health needs. Support for Learning 30:4, pages 364-380.
Crossref
Maria S. Poulou. (2013) Emotional and Behavioural Difficulties in Preschool. Journal of Child and Family Studies 24:2, pages 225-236.
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Nikie Arthurs, Jonathan Patterson & Alex Bentley. (2014) Achievement for Students Who are Persistently Absent: Missing School, Missing Out?. The Urban Review 46:5, pages 860-876.
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Rhian Griffiths, Rosanna Stenner & Una Hicks. (2014) Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational and Child Psychology 31:1, pages 124-136.
Crossref
Karen E. Broomhead. (2013) Preferential treatment or unwanted in mainstream schools? The perceptions of parents and teachers with regards to pupils with special educational needs and challenging behaviour. Support for Learning 28:1, pages 4-10.
Crossref

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