An exploration of primary school teachers’ evolving thoughts, feelings and actions towards a pupil with emotional wellbeing needs, labelled as having behavioural, emotional and social difficulties: utilising the PIPER Model as a personalised 3-step emotional wellbeing intervention.

Abstract

This research employed case study methodology to explore primary school teachers’ evolving thoughts, feelings and actions towards a pupil with emotional wellbeing needs, labelled as having behavioural, emotional and social difficulties (BESD). The study emerged from the literature relating to changes in policy and practice in relation to pupils with BESD, the shift from BESD to social, emotional and mental health needs (SEMH), and a consideration of other factors, including the role of teacher-student relationships (TSR) and relational pedagogy in shaping the thoughts, feelings and actions of teachers. The ‘tool’ to explore teachers’ evolving thoughts, feelings and actions, was the PIPER Model - a Wave 3 personalised 3-step emotional wellbeing (EWB) intervention. Three teachers participated, focusing on an individual child. Two research questions (RQ1 and RQ2) were formulated to inform the investigative process. The results and analysis of data collated from three sources, namely: pre and post interviews, a set of previously trialled questionnaires following each step of the intervention and a research diary utilised throughout the study, were followed by a critical analysis and discussion of the data in the light of the research questions. The Research Questions were as follows: RQ1: Can teachers be enabled to think, feel and act differently about a child with emotional wellbeing (EWB) needs utilising the PIPER Model as a personalised EWB intervention? RQ2: Can possible explanations for any changes that may occur be identified? In answering RQ1, three overarching, and interacting, themes emerged. The three themes were all linked in terms of a relational context, namely: 1. The teachers’ relationship with Andrew (the pupil) in enacting their role(s). 2. The teachers’ relationships with other children whilst trying to meet the needs of Andrew. 3. The teachers’ relationship with Andrew’s parents. In regards to the first theme, the participants both articulated and demonstrated key aspects of what might be defined as ‘relational pedagogy’, whilst in relation to the second and third theme the participants all expressed concerns of feeling ‘conflicted’. These ‘conflicts’ were expressed by the teachers in terms of attempting to reconcile meeting the needs of one pupil with BESD and meeting the needs of all the other pupils. In addition, the practice and policy demands when working in a whole school context including power relations, in terms of parents of pupils with SEND created further sources of stress and tensions. In relation to RQ2, changes in the participant’s thoughts, feelings and actions were analysed using summative content analysis (SCA). Results indicated overall increased levels of empathy. Teachers’ comments also included perceived individual and group level changes in self-awareness, self-reflection, reflexivity and emotional intelligence. Overall implications of the findings for professional practice and areas for further research are proposed.

Date of Award	1 Aug 2019
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Carlo Raffo (Supervisor)