Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England

ABSTRACT

In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.

KEYWORDS:

• Special education
• at-risk students
• teacher knowledge
• educational policy
• qualitative research

Note

This journal article forms the background to a policy brief.

Acknowledgments

The author would like to thank all the headteachers who took part in the study. Without them, the research would not have been possible.

Disclosure of potential conflicts of interest

There is no financial interest or benefit arising from this research.

Additional information

Funding

Together for Children funded the original study. The work and publication of this article were funded by the Research England Quality-related Research Strategic Priorities Fund and the University of Sunderland Faculty of Education and Society Research Institute.

Notes on contributors

Sarah Martin-Denham

Sarah Martin-Denham is a Senior Lecturer at the University of Sunderland and Principal Investigator for Commissioned research on school exclusions and childhood adversities.