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This thesis examines how children are discursively (re)constructed as (dis)abled through mundane practices within mainstream primary schools, drawing upon in-depth qualitative research. Schools are conceptualised as porous local expressions of the education institution which comprise functionally specific micro-spaces (e.g. classrooms and playgrounds). Schools are viewed as a site of cultural conflict and contestation, between children and adults, who are unequally positioned in terms of power. It is revealed that within school (micro-)spaces varying expectations are placed upon children and adults which encourage particular practices. Actors within the school can contest, resist and potentially transform these 'rules', which are inherently unstable. Due to unequal relationships between children and adults within schools, it is also demonstrated that children are perceived as adults' 'becomings', with childhood viewed as a series of fixed stages of development. The organisation of children in schools reflects this discourse. However, it is also shown that conceptualisations of the 'normally developing child' are socio-spatially shifting, hence there is a variance of the 'norm' by which schools and school micro-spaces are designed. It is argued that the idea of a 'norm' of childhood development is a problematic social construct, given it is shown to conceal the diversity of children's capacities. Consequently, the education institution can be seen to be divided into general and special components, with the Special Educational Needs (SEN) institution diagnosing and treating children who fall outside of (and typically below) 'norms' of development, through an educational medical model of disability. This model is a subset of the individual tragedy model of disability (cf. Oliver, 1993a), representing disability as an 'individual pathology' and emphasising educational or medical intervention and cure. The SEN institution operates heterogeneously through porous school spaces, emphasising that (dis )ability is a sociospatially shifting construct, and this disrupts conceptualisations of disability as an essential, fixed identity positioning.

This action research project aimed to establish a children's rights-respecting school council and to evaluate its success. The school council was set up by a participant teacher/researcher and a group of child participant researcher. The research evaluates the success of the school council work against the standards of children's rights enshrined in the United Nations Convention on the Rights of the Child (UNCRC, 1989) and against the children's rights-based aims of the School Council. The child's right to express a view (Article 12, UNCRC) was a particular focus of the evaluative work. The project began with a capacity-building programme to introduce primary school children to children's rights concepts and principles, especially the UNCRC and to school council work. The children then set up a children's rights-based school council in their schoo1. The children took part in all aspects of the research. The methods used included questionnaires for all Years 4 to 7 pupils and for School Councillors, interviews conducted by the young researchers with 18 pupils and a reflective journal, by the teacher/researcher. Children displayed a high level of competence and engaged with enthusiasm. They valued their School Council as an appropriate forum for expressing their views, acknowledged the development of a listening culture in the school and identified areas in which they had influenced decision-making. Some of the difficulties met included time constraints, which at times threatened to undermine the rights-based approach, and the boundaries that existed for both adults and children working within an educational institution. The study identified the need for having clearly articulated aims for school council work and the appropriateness of a rights-based rationale for school council work which, in this study, nurtured children's enthusiasm, developed their knowledge and understanding of rights, and had a positive and lasting effect on school culture and ethos.

Aims: This thesis investigates the socio-emotional functioning of children with Specific Language Impairment. It aims to: i) investigate different types of behavioural, emotional and social difficulties; ii) examine which language dimension (receptive vs expressive vs pragmatic language ability) is related to difficulties with socio-emotional functioning; iii) explore the role of social cognition; iv) examine whether the nature of children's difficulties are context specific. Sample: Participants were forty-two children with SLI, forty-two children matched for chronological age and non-verbal cognitive ability, and forty-two children matched for language ability. The children were identified from five mainstream primary schools and one Language Unit. Method: Parents and teachers completed a behavioural questionnaire assessing socioemotional functioning, and a communication checklist assessing pragmatic language ability. The children were assessed on tasks measuring emotion identification, emotion labelling, emotion explanation, and knowledge of conflict resolution strategies. Results: The SLI Group was rated significantly higher by parents and teachers than both matched groups on all the Strengths and Difficulties Questionnaire subscales indicating considerable problems with socio-emotional functioning. Parents and teachers reported increased difficulties in children's pragmatic language ability on Children's Communication Checklist-2 and varying significantly to both matched groups. Significant variations between parent and teacher reports on difficulties with socio-emotional functioning and pragmatic language ability existed only for the SLI Group. Significant group differences were found for all the social cognition tasks. Social cognition, but not language ability, predicted both parent and teacher rated behavioural, emotional and social difficulties for the SLI Group. Conclusions: The results challenge current understanding about difficulties with socioemotional functioning experienced by children with SLI by pointing to the crucial role of social cognition and the importance of the social environment. Atypical developmental trajectories are evident for this group of children with factors other than language playing more of a role for their socio-emotional functioning.

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Paper 1: The provision of Nurture Groups (NGs) has been recognised as an effective early intervention for children with social, emotional and behavioural difficulties (SEBD). ‘The high expectations of teachers in Nurture Groups can bring about amazing change’ in the lives of young emotionally disturbed children (Lucas, 1999, p.14). When the principles of NG are effectively applied by all staff in all areas of the school and when nurturing attitudes and practices develop throughout the school, teaching and learning become effective for all children (Lucas, 1999). This study aims to extend the understanding of the gains and costs that may be associated with the placement of children in NGs. The NG intervention’s contribution to the wider school system is also documented. However, this study aims to provide a deeper understanding on the impact of NG provision on the mainstream school it serves from the viewpoints of the different groups of participants involved and to look whether the ethos and approaches used in the nurture group are promoted in the wider school environment. A case study methodology with interpretive approaches was employed in a community primary school in an urban area in the South West of England. Quantitative (Boxall Profiles) and qualitative (interviews and observations) measures revealed that overall there have been improvements in NG children’s social, emotional and behavioural (SEB) functioning and academic development. However, findings also revealed a number of opportunity costs attached to children’s placement in the NG. Qualitative measures also showed that, while NG provision contributed to positive developments within the school, the NGs did not help the school in fully integrating their work in the wider approach to meeting all children’s needs. A number of disadvantages were also reported with regards to the impact of the NG upon the school. Abstract Paper 2: The provision of Nurture Groups has been recognised as an effective early intervention for children with SEBD. ‘The high expectations of teachers in Nurture Groups can bring about amazing change’ in the lives of young emotionally disturbed children (Lucas, 1999, p.14). When the principles of NG are effectively applied by all staff in all areas of the school and when nurturing attitudes and practices develop throughout the school, teaching and learning become effective for all children (Lucas, 1999). Communication between NG and mainstream staff is considered to be important for the effective running of the NGs and for developing a nurturing school ethos. Lack of collaborative partnership work can create tensions between NG and mainstream staff. Parental involvement is also recognised important in the NG. Research reveals that partnership relationships with parents contribute to positive social and emotional outcomes for children and to positive effects for parents in terms of their capacity to understand their children and apply NG practices outside of the NG. Despite the inherent power imbalance between NG staff and parents, there can be a positive outcome if the NG approaches are extended holistically to all school staff. The aim of this paper is to explore the quality of communication between NG and mainstream staff and the enablers and barriers of parental involvement in the NGs and the school. This qualitative study was conducted in a community primary school in an urban area in the South West of England and included 34 participants - 13 school staff, 8 parents, 9 children, and 4 professionals and governors. Semi-structured interview data revealed that while some communication existed between NG and mainstream staff there were subtle difficulties involved in creating a collaborative partnership work with regards to sharing information with each other. Despite developing a collaborative relationship and effective communication being seen as the most important enabler for parental involvement in the NGs and the rest of the school, there was a more structured communication and a more supportive support between the NGs and parents of the NG children than the rest of the school and parents.