Factor 2 Interpretation from the Viewpoint of the Positive Pole

Title:

It helped me when…I felt ready to reintegrate. I just needed social and emotional support.

Summary of Factor:

The young people who shared this narrative felt ready to reintegrate into a mainstream school and believed that they deserved some credit for their own success. Peer relationships and friendships were central factors in supporting their successful reintegration and of vital importance, was their desire to be included in the social aspects of school.

Unlike the viewpoint portrayed by Factor 1, family support was not a key feature of the Factor 2 viewpoint, and although adult support in school was important, relationships with staff were not viewed as helpful as relationships with peers in supporting successful reintegration. These pupils valued environmental considerations and specific strategies being in place to support them, however such strategies mainly related to enhancing their social and emotional (as opposed to academic) potential.

Factor 2 Array:

Statistical and Demographic Information:

Full First-Person Viewpoint from the Positive Pole of Factor 2: Peer Relationships and Friendships

The most important factors in supporting my successful reintegration into a mainstream school were definitely peer relationships and friendships. I wanted to fit in socially so it helped that other pupils were kind and welcoming (33, +3). It really helped that I had friends in school (19, +4) too. “I knew some people already

and they were kind to me and helped me to settle in” (03F10). “My friends understood me” (02M11). I very much valued a ‘buddy system’ being in place when

I moved to this school (37, +4). “It helped to have someone who knew everyone in

school so that they could tell you what everyone was like…and everyone wanted to be my buddy so it was good to feel wanted” (02M11). “I really liked my buddy…I’m still friends with them now” (03F10).

Factor 2 has an eigenvalue of 1.08 and explains 12% of the study variance. Three participants (01M11, 02M11 and 03F10) are significantly associated with this factor. However, as previously stated, the factor is ‘bipolar’ as it is defined by both positively and negatively loading Q sorts (see Table 4). This means that the participant who loaded negatively onto this factor essentially expressed a viewpoint that was a ‘mirror image’, or in direct opposition, to the viewpoint expressed by the positively loading participants. As such, the viewpoints of the two participants who are associated positively with Factor 2 are presented in this interpretation.

The two participants who are associated with the positive viewpoint captured by Factor 2 both attend a mainstream primary school. One is male and one is female, with an average age of 10.5 years. One participant has an EHCP with key objectives relating to SEMH needs and one participant has no identified SEND. The length of time that these pupils spent in AP following permanent exclusion ranged from 12 months to 3 years, with an average of 24 months. Both participants reintegrated into a mainstream primary school in September 2015.

Strategies in Mainstream School/Environmental Factors

I enjoyed taking part in activities outside of school hours, for example after-school clubs and sports teams (30, +2). That was because “I got to know other pupils”

(02M11) and “I met lots of different people” (03F10). Anything that will help me to

integrate socially is really beneficial. I felt included in this school (03, +1) mainly because of other pupils, for example “they let me play and join in” (03F10). I think feeling included is more helpful than feeling safe (28, -1) when it comes to reintegrating.

Staff Approach/School Staff Support

I liked it when staff in school talked to me and showed an interest in me (14, 0) and it “made me more confident in myself” (02M11) when staff noticed my strengths and achievements (11, 0). It helped that I got on well with school staff (27, +2), especially “my keyworker…she was really helpful” (02M11). So I guess it was good that I had a particular member of staff that I could go to in school (01, +1). But I don’t think it’s always that helpful when school staff want to listen to me and try to understand me (29, -2) because “it’s hard to talk about how you feel about things”

(02M11). Similarly, it wasn’t particularly helpful to have continued support from my

previous school (AP), such as staff keeping in touch (34, -2) because “I think my

keyworker at this school was the one who helped me to settle in” (02M11).

Family Support/Parental Involvement

It helped me when I talked to my family about school (24, +1). “We talk about my

friends and the things I’ve done...like what I did well and what was hard” (03F10). I

parents wanted me to do well in school (17, -1) but my family weren’t as important as my friends and peers in supporting my successful reintegration.

Individual Factors/Pupil Characteristics

I am happy to take some credit for my own success. I made a lot of effort to improve my behavior (09, 0) and I set myself goals and targets (08, +1). “This helped

me to stay on track and remember what I wanted to do” (02M11). “I wanted to make nice friends…ones that make good choices…that was my target” (03F10). I

wanted to do well in school too (36, 0), for example “I wanted to get all of my

spellings right” (03F10) so it was motivating when I got good grades/marks in my

schoolwork (12, +1). “I like doing well in my work” (02M11) and “I feel good when I

get things right” (03F10).

Timings

I definitely felt ready to join a mainstream school (35, +3) so I guess timing is everything. In fact, “I wanted to move” (03F10) and it definitely would have helped if I’d only spent a short amount of time at a different school (13, +2). But I did appreciate starting this school on a part-time basis and gradually increasing my time here (31, +2). That was really helpful because “you get used to the school. I kept

asking to come for a whole day but I think it was better to do it slowly” (02M11). “It helped to start coming on mornings and then build up time so you could settle in properly” (03F10).

Environmental Factors/Strategies in Mainstream School

There were certain things in place in school that helped me to settle in. I had a quiet place that I could go to (22, +1) and this was good because “I needed somewhere to

go when I got stressed out” (02M11). A quiet, calm environment is really helpful. I

particularly appreciated being allowed ‘time out’ when I needed it (05, +3) because sometimes “it helped me to calm down” (03F10), for example, “when I got angry”

(02M11). That’s why it was quite good that staff in school were aware of the things

that I needed more help with (10, 0). For example, “they were aware of my anger

issues” (02M11).

This kind of emotional support was more helpful than receiving extra support with learning and academic tasks (32, -3). I think it would have been good to have some choice over which lessons I went to (16, -1) but this wasn’t a big factor in helping me to settle in because “I wanted to do them all anyway” (02M11). Plus, if things got too much, I knew I was allowed ‘time out’ when I needed it (05, +3). I also don’t think that knowing what was happening everyday (04, -3) was a key factor, nor knowing what I should and should not do it school (26, -3). The idea of having clear consequences for breaking the rules (18, -4) is really unhelpful. “It would have been

too stressful and I think I would have rebelled” (02M11). I need nurture and support,

not punishment!

Reintegration Factors /Support from Alternative Provision

I did have a meeting with my parents and staff before I joined the school (23, -4) but

“I don’t think it was that helpful” (02M11). “It was a bit boring” (03F10). I suppose

taking part in group work and having individual support at my previous school (AP) was quite helpful (20, -1) and they did prepare me before I moved to this school (06, -2), for example “they showed me how to do my tie” (02M11). However, this wasn’t the most helpful thing during my reintegration. Staff and pupils at my new school,

as well as the strategies that were put in place for me, were much more important. I don’t think I necessarily needed a chance for a fresh start (21, -2). I preferred knowing people in school and I just wanted to join in and be a part of the social group.