How school staff understand the relationship between problem behaviours and language difficulties

Abstract

This exploratory study adopted a mixed methods methodology, a critical realist ontological stance and a constructionist epistemological position to consider how special educational needs coordinators and pastoral managers in mainstream high schools understand the relationship between problem behaviours and language development. Semi-structured interviews were conducted with eight participants, and 20 participants completed a Q sort. The interview data were analysed using thematic analysis and in Q methodology an inverted factor analysis with a qualitative interpretation of the resultant factors was used. Triangulation was adopted as the method for the final integration of the data. Three meta-themes were identified indicating that, despite a range of recent initiatives, school staff continue to have a limited understanding of the relationship between problem behaviours and language difficulties. Previous experience and existing practice were drawn upon in considering causal relationships and interventions. Implications for educational psychology practice at casework, systems and commissioning levels are addressed.

Keywords:

• Problem behaviours
• language difficulties
• secondary school staff
• school staff expertise
• school staff knowledge

Acknowledgement

This research was carried out as part of an applied doctorate in child and educational psychology at the University of East London and was supervised by Emeritus Professor Irvine Gersch and Dr Naina Cowell.