Supporting the Mental Health and Wellbeing of Pupils with SEND in Schools

Abstract

Pupils identified with SEND represent a significant proportion of the school community, comprising four children (on average) in every classroom. Yet, evidence suggests a wide variation in provision and common instances of pupils’ learning and mental health needs being missed or not being identified accurately. Criticism has also been directed at the dominant attention afforded to academic targets at the expense of mental health needs. This chapter explores the experiences of pupils with SEND, specifically youth with 22q11.2 deletion syndrome (22q11.2DS). Our case study charts a participatory action research (PAR) project designed to identify the unique issues facing pupils with 22q11.2DS and gaps in mental health and wellbeing support. A PAR approach recognises children and their families as the experts in issues affecting them and aims to capture their authentic ‘voice’. While educators are aware that pupils with SEND have been disproportionately affected by the pandemic, there remains an urgent need to strengthen support in schools with appropriate training and resources for staff, which this case study underlines.

Citation

Gudbrandsen, M. and Howden, A. (2024), "Supporting the Mental Health and Wellbeing of Pupils with SEND in Schools", Jayman, M., Glazzard, J., Rose, A. and Quickfall, A. (Ed.) The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice (The BERA Guides), Emerald Publishing Limited, Leeds, pp. 135-153. https://doi.org/10.1108/978-1-83797-242-520241008