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Pupil voice-exploring the education journeys experienced by pupils labelled with behaviour, emotional and social difficulties (BESD)

O'Connor, M L (2012) Pupil voice-exploring the education journeys experienced by pupils labelled with behaviour, emotional and social difficulties (BESD). Doctoral thesis, Liverpool John Moores University.

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Abstract

The study aimed to develop innovative and exploratory research strategies for harnessing the pupil voice amongst young people who have received the Behavioural, Emotional and Social Difficulties (BESD) label. As such the study sought to locate the pupil at the heart of the data collection and to examine how specific turning points can impact upon the educational experiences of young people labelled with BESD. The study attempted to move away from traditional research methods which have worked to silence the voices of this group of young people. In order to achieve this aim the researcher set out on a journey of discovery alongside the pupils to develop participatory and engaging methods of data collection. The study aimed to track the educational journeys experienced by young people who have received the BESD label. In addition to being a vehicle for the voice of the young person the thesis draws together the perspectives of the adults surrounding the pupil namely their parents and teachers. The results revealed the BESD label to be complex and difficult to operationalise. The current education system continues to remove these "challenging" pupils and this leads to them experiencing extremely chaotic educational journeys. The findings indicate that the current system is not working from the perspective of the pupil, parent or teacher. Encouragingly pupils were able to offer intelligent and insightful responses to the antecedents to BESD development. The study therefore advocates the importance of "hearing" the pupil voice. It is questionable however the extent to which the study achieved its aim of "true participation". This is due to the position occupied by young people both within society and the confines of their educational journey. The study critically reflects on the challenge of unleashing the pupil voice. It is hoped the findings will provide recommendations for educational professionals and research practitioners engaging and supporting this group of young people.

Item Type: Thesis (Doctoral)
Subjects: L Education > LC Special aspects of education
Divisions: School of Education
Date Deposited: 31 Mar 2017 11:24
Last Modified: 31 Mar 2017 11:24
URI: http://researchonline.ljmu.ac.uk/id/eprint/6169

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