Maintained Special Schools for Children with Social Emotional and Mental Health Needs and their Work with Parents

Abstract

Abstract Children with Social, Emotional and Behavioural Difficulties (SEBD) or Social Emotional and Mental Health (SEMH) needs often do not attain the qualifications of their peers. This can have more negative long-term outcomes in terms of employment, involvement with the criminal justice system and mental health difficulties than their typically developing peers. Some of these children with a statement of special educational need or Education Health and Care Plan will attend special schools and a higher proportion of children in special schools for BESD/SEMH receive free school meals (as an indicator of social disadvantage) than any other group of children in special schools. Studies indicate that families with lower socio-economic status are less likely to work with schools than families with higher socio-economic status. However, research seems to show that when schools work with parents this improves academic and social outcomes of children. This study aims to explore how maintained special schools for children with BESD/SEMH needs work with parents. The project was implemented using a mixed-methods approach in two phases. The first phase was an internet-based survey sent to local authority maintained special schools providing for children with in England. In response to the survey, and for the second phase, staff and parents from six schools were interviewed. The results indicate the importance of commitment from the school leadership team to working with parents, and the development of a culture and practices within schools that helps overcome the barriers to schools and parents working together. This was evidenced through working in ways that show respect for parents’ individual situations. This can include staff adapting their practices to work with parents, meeting parents’ communication needs and transport needs, while helping parents to work with other organisations.