Citation

Pillay J, Dunbar-Krige H, Mostert J. Emot. Behav. Diffic. 2013; 18(3): 310-326.

Copyright

(Copyright © 2013, Informa - Taylor and Francis Group)

DOI

10.1080/13632752.2013.769709

PMID

unavailable

Abstract

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory reintegration into mainstream education. This reintegration often fails due to post-reintegration regression contributed to poor-to-fit behaviour. The aim of the study was to analyse and describe the reintegration experiences of learners with BESD, followed by a resilience-based reintegration programme to aid policy makers and practitioners with the reintegration into mainstream education of learners with BESD. A qualitative research approach with a generic phenomenological enquiry within an interpretivist-constructivist paradigm was followed. A total of 13 learners with BESD from the London Borough of Waltham Forest and between the ages of 11 to 14 participated through completion of sentences and a life essay. Of the learner participants, four were invited to participate in unstructured interviews, alongside professionals with an interest in the reintegration of learners. Parents of the participants were asked to complete qualitative questionnaires and teachers were asked to respond to questions via email. In all, three main themes were identified: promotive and risk emotional experiences, promotive and risk relationship experiences and promotive and risk experiences based on the reintegration processes. The findings support guidelines for developing resilience-based reintegration programmes that include developing emotional competence, developing promotive relationships and implementing promotive reintegration practices.