ABSTRACT

In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.

摘要

在英国，儿童和年轻人所经历的社会、情感和心理健康 (SEMH) 困难日益普遍，这一点越来越受到关注。使用主题分析，本研究试图“确定校长 (HT) 样本如何定义、识别和识别 SEMH 困难的根本原因”。分析发现 HT 之间没有就 SEMH 的定义达成共识，但确定了三个主题：用于定义 SEMH 困难的共同特征；寻求识别SEMH困难的信息；以及 HT 如何识别 SEMH 困难的起源和结果。结果表明，校长将行为“问题和困难”确定为 SEN，尽管这不是 SEND 实践守则中的一个类别。为了提高对 SEMH 困难的识别和响应，