‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

Abstract

This paper explores issues around stigmatisation and labelling as they pertain to pupils with SEBD. The paper draws upon an evaluative case study, conducted in two Scottish local authorities, of the implementation of support groups, and examines how the approach was experienced by pupils who participated within the intervention, drawing from a range of accounts. The study was implemented in upper primary (aged 10–12) and lower secondary (aged 12–14). It is principally qualitative and draws upon data generated from open questionnaires, interviews and focus group discussions. Pupil responses to intervention were largely positive, but there was evidence that a minority of children had experienced the intervention as stigmatising. Variables relating to the establishment of trusting and respectful relationships within the group, partnerships with parents, professional development for staff and the adoption of a whole-school approach emerged as key variables in determining how pupils experienced the intervention.

Keywords:

• inclusion
• social, emotional and behavioural difficulties (SEBD)/emotional and behavioural difficulties (EBD)
• labelling
• stigmatisation
• support group

Acknowledgements

The author would like to thank the Esmée Fairbairn Foundation; the two participating Scottish Local Authorities and their staff who participated in the study; Stuart Hall of the University of Glasgow, who acted in the capacity of Project Consultant; and the research team.

Notes

^1. From this point onwards, referred to as SEBD. Within the Scottish context both SEBD and SEBN are used. ‘D’ within the USA refers to ‘disorders’.

^2. All names are pseudonyms.

Additional information

Funding

This work was supported by the Esmée Fairbairn Foundation under Grant number 25113614.