Wellbeing and emotional support pathway for learners with SEND
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Authors
Issue Date
2025
Educational Level
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research case study focusses on addressing the needs of learners with Special Educational Needs and Disabilities (SEND) who attend school but are finding it hard to engage in all lessons due to emotional and wellbeing-related barriers. The study focused on developing a structured wellbeing and emotional support pathway to improve engagement and reduce emotionally based absence from lessons.
Aims: The research aimed to identify effective strategies to support learners with SEND who experience difficulties attending lessons. It sought to create a responsive, pupil-led pathway that promotes emotional regulation, a sense of belonging, and gradual reintegration into classroom learning.
Methods: An action research approach was employed, structured around two distinct cycles. Each cycle involved planning, implementing, and reviewing steps that collectively informed the progression of the action research process. Ethical consent was duly sought from participants, ensuring the anonymity of all data collected. Key literature was analysed and integrated into the study's framework, guiding the development of the research questions and interventions.
Findings: The implementation of the wellbeing and emotional support pathway has led to observable improvements in student engagement and attendance in lessons. Pupils benefited from personalised support, key worker involvement, and graduated reintegration strategies. The pathway included 'Area 1' which involved supported emotional regulation, and 'Area 2' which provided a meaningful curriculum space. Parent/carer involvement was crucial in identifying barriers and celebrating progress.
Implications: Subsequent findings from this research may inform educators who work within similar contexts concerning the importance of dedicated support pathways for students with SEND. It highlights the necessity for customisable approaches that address emotional well-being, potentially guiding other educational institutions in developing their frameworks for inclusivity. The case study underscores the collaborative nature of action research and its potential to create meaningful change in school environments.
Aims: The research aimed to identify effective strategies to support learners with SEND who experience difficulties attending lessons. It sought to create a responsive, pupil-led pathway that promotes emotional regulation, a sense of belonging, and gradual reintegration into classroom learning.
Methods: An action research approach was employed, structured around two distinct cycles. Each cycle involved planning, implementing, and reviewing steps that collectively informed the progression of the action research process. Ethical consent was duly sought from participants, ensuring the anonymity of all data collected. Key literature was analysed and integrated into the study's framework, guiding the development of the research questions and interventions.
Findings: The implementation of the wellbeing and emotional support pathway has led to observable improvements in student engagement and attendance in lessons. Pupils benefited from personalised support, key worker involvement, and graduated reintegration strategies. The pathway included 'Area 1' which involved supported emotional regulation, and 'Area 2' which provided a meaningful curriculum space. Parent/carer involvement was crucial in identifying barriers and celebrating progress.
Implications: Subsequent findings from this research may inform educators who work within similar contexts concerning the importance of dedicated support pathways for students with SEND. It highlights the necessity for customisable approaches that address emotional well-being, potentially guiding other educational institutions in developing their frameworks for inclusivity. The case study underscores the collaborative nature of action research and its potential to create meaningful change in school environments.
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND) , well-being , parent partnership , emotional support , attendance