Exploring the Experience of Mainstream Education: Perspectives from Pupils in Alternative Provision Schooling with Social, Emotional or Mental Health Difficulties

Autor/inn/en	Facey, Danielle; Holliman, Andrew; Waldeck, Daniel; Wilson-Smith, Kevin
Titel	Exploring the Experience of Mainstream Education: Perspectives from Pupils in Alternative Provision Schooling with Social, Emotional or Mental Health Difficulties
Quelle	In: Psychology of Education Review, 44 (2020) 2, S.99-101 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Early Adolescents; Mainstreaming; Emotional Problems; Mental Disorders; Antisocial Behavior; Nontraditional Education; At Risk Students; Student Experience; Bullying; Violence; Coping; Student Adjustment; Special Schools; Foreign Countries; Social Influences; Interpersonal Relationship; Social Isolation; Secondary School Students; Student Attitudes; Behavior Problems; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Non-traditional education; Alternative Erziehung; Studienerfahrung; Mobbing; Gewalt; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Special school; Sonderschule; Ausland; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Isolation; Sekundarschüler; Schülerverhalten
Abstract	This study explores the lived experience of mainstream education, as reported by three 13- to 14-year-old pupils with social, emotional or mental health difficulties (SEMHD), who currently attend alternative provision schooling (APS). Taking a qualitative epistemological approach, the methodology chosen for this study was an interpretative phenomenological analysis (IPA). The results of this IPA suggest that the transition from primary to, and through, secondary education, is a significant and inherently social process in which bullying and violence feature significantly. Furthermore, themes of isolation and desperation reflected SEMHD pupils' maladaptive coping mechanisms during periods of change and instability. The findings have important implications for the way that educational transitions are managed for pupils with SEMHD. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01