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Children and Young People's Well-being
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Authors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study explores the use of the Individual Profile of Emotional Well-being (IPEW) as a framework for understanding the well-being of children and young people who communicate through pictorial and gestural means. Conducted within the context of Inclusion and Special Educational Needs and Disability (ISEND), it highlights the importance of effective approaches to well-being in educational settings.
Aims: The primary aim of the research is to assess the efficacy of the IPEW in enhancing staff understanding of the emotional well-being among children with specific communication needs. As the study progressed, the research question was refined and developed; actionable insights emerged through a structured action research cycle.
Methods: The research employs an action research methodology, organised into two cycles. Each cycle includes planning, implementation, and review stages to iteratively assess and refine the approaches taken. Ethical consent was obtained from all participants for the anonymous publication of the data, ensuring ethical standards were met throughout the research process.
Findings: The findings from the action research indicate that the IPEW framework can facilitate a deeper understanding of well-being in children who use non-verbal means of communication. It underscores the role that structured assessments can play in identifying individual needs and tailoring educational support accordingly. Limited details on specific quantitative or qualitative outcomes were provided in the text, focusing instead on the cyclical and iterative nature of the research process.
Implications: This study suggests that other educators working with children who communicate through non-verbal means may benefit from employing similar frameworks to assess and understand emotional well-being. The iterative process illustrated in the research emphasises the value of continual reflection and adaptation in educational practices, offering insights into the complexities of supporting diverse communication needs within inclusive settings.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), children's emotional well-being, communication through pictures and gestures, whole school approach