This thesis studies the transition process for young people with social emotional and mental health (SEMH) difficulties, from mainstream secondary school into further education colleges, with particular reference to what is happening at a systemic level. Activity theory was used as a theoretical framework and methodology to examine the sociocultural processes involved in transition, highlight contradictions and offer recommendations for future practice. Individual semi-structured interviews were utilised in the research to explore the views of secondary school staff, further education staff and educational psychologists. Activity theory provides a further level of analysis to consider cultural and historical issues in relation to findings from previous literature. The results illustrate the complex and multi-faceted nature of the transition process for young people with SEMH. Suggested learning and recommendations from this research include developing clear role definitions within the transition process, considering ways to promote support and continuity for young people in the time between leaving school and beginning college, developing new tools to support learners at the level of SEN support and ensuring aspirations and targets set for young people are realistic and achievable. Finally the research concludes in acknowledging that whilst education settings are striving to support the transition needs of learners with SEMH, they are often constrained by issues at a much wider level.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:731808 |
| Date | January 2017 |
| Creators | Edwards, Adele Louise |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7767/ |
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