SEMH needs as a presentation of traits and symptoms

Throughout the group discussion, participants used a range of descriptive words and phrases to describe the different elements of SEMH. Whilst there are too many to analyse in detail here, descriptive words included; “depression”, “behaviour”,

“stress”, “confidence”, “emotionally expressive”, “upset”, “anxiety”, “empowered”, “vulnerable”, “worried”, “happy”, “unhappy”, “problem”, “issues”, “miserable”, “not energised”, “social skills”, “motivation”, “self-esteem”, “overwhelmed”, “wellbeing”, and “withdrawn”. As can be briefly seen from these examples, a range of positive, negative and neutral words were used throughout the group discussion. There was, however, a higher frequency of descriptive words used that depicted a deficit in the students’ SEMH. This is demonstrated in the extract below, which shortly followed the opening question of “what comes to mind when you hear the term... Social, Emotional and Mental Health?” (Facilitator, lines 0.1-0.2; see Appendix J): Extract 15

Abigail spoke first in the group discussion, and this promotes her level of knowledge on the subject of SEMH and presents her comments as trustworthy. This is also evidenced by using the word “obviously” (line 1.12). As a consequence of this the discourse of focusing on the deficit elements of SEMH needs is promoted. The metaphor, “springs to mind” (line 1.11) suggests that ‘anxiety’ is the most obvious element of SEMH needs, but by detailing a list of other ailments, negative SEMH needs are seen to be linked together and impact on each other accordingly. The metaphor also presents a paradox with the preceding word “perhaps” (line 1.11);

1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 Abigail Pp Abigail \ think of anxiety / [sniff]

\ perhaps as the the one that springs to mind immediately [1] [click] And then obviously.. linked with that .. is the feeling they can’t cope .. and low self-esteem... lack of confidence lack of motivation... and all of those things that impact on the on their life... and.. you know in college and out of college

this allows room for other views to be presented, whilst at the same time Abigail maintains her own position of how she views SEMH needs. Variation on her focus of negative elements of SEMH needs can, however, be seen in the extract below:

Extract 16

153.0 153.1 153.2

Abigail I mean the key to that is.. is the unhappinesss of all of this.. isn't it because.. you talk about social emotional.. and mental health.. It’s your.. your feeling of wellbeing and happiness /

Here, Abigail puts forward the idea that there is a definitive answer to what SEMH needs are (“the key to that is” – line 153.0), and this maintains her position as knowledgeable. Between Extracts 15 and 16, however, there is a shift from a focus on negative elements. This contrast suggests that as the discussion progressed, SEMH was seen to be a spectrum of needs, and therefore Abigail may have been attempting to regain her knowledge on this topic. Another shift occurred between the extracts, from discussing students’ SEMH needs, to SEMH needs in general. The use of “your” (line 153.2) invites the idea that SEMH needs can impact everyone, but without using identifiable pronouns, staff members are distanced at this point. This suggests that there may be an element of controversy surrounding teaching staff discussing their SEMH needs.

Throughout the group discussion, staff members gave specific examples of students experiencing SEMH needs:

Extract 17

349.0 349.1

Rachel \at *9 O'clock* this morning an and… emotionally she couldn't cope with that lesson

Rachel describes a very recent incident, and this increases the level of relevance to the discussion and also positions her level of expertise as she illustrated how she helped to manage SEMH needs. SEMH needs in the student are described clearly as a negative presentation; “emotionally she couldn’t cope”. This description also suggests that there are various ways that ‘not coping’ can present itself, although this is the one seen to be most relevant to SEMH needs. The ‘emotional’ element of SEMH needs is also recognised as being highly sensitive and reactive to the

environment, as shown by the comment, “that lesson”. Another example of how students present their SEMH needs is shown below, particularly highlighting differences between students:

Extract 18 995.0 995.1 995.2 Sara Sara

[breathe in] I think they can go either way can’t / [ \ they it’s kind /

996.0 996.1

Pp Mmm ]

997.0 997.1

Sara \ It’s kind of like when… you look you take self-harming for example 998.0 Pp Mm 999.0 999.1 999.2 999.3 999.4 999.5 Sara Sara

You know a student that [1] you know has got it all

oouut… I I is very different from a student who is doing it… /

[ \ you know very discreetly… yeah like on the legs or something you know

1000.0 Pp Mmm…mmm

Sara introduces the idea that SEMH needs can result in different physical presentations amongst students (line 999.0-999.4). Focusing on the physical symptoms, suggests that SEMH needs alone can be difficult to identify, or

conceptualise. All extracts presented thus far in this IR demonstrated that SEMH is presented as a variety of different symptoms, and ones which hinder a student’s functioning. There were occasions throughout the group discussion, however, where participants explained that they were not sure as to how SEMH needs presented themselves:

Extract 19

By saying “I’m not sure”, Beatrice is suggesting that she has knowledge to some extent, however the concept of SEMH needs itself is an abstract term that requires clarification. This is sought by asking the question at the end. Beatrice moves from “I” to “we”, dispersing her limited knowledge amongst the rest of the group, suggesting that the whole group could take responsibility to answer the question. Equally, by asking if the question has been answered suggests that there is a

definitive, ‘clear cut’ answer, an idea which was also noted in Extract 16. Later on in the group discussion, variation in understanding of what is encompassed within SEMH needs is demonstrated:

1162.0 1162.1

Beatrice an an social er… I’m not sure I know what it means so.. I’m not even sure that we are answering the question [1] are we?

Extract 20 1216.0 1216.1 1216.2 Rachel Rachel

I think it was what I expected because we've got that same… /

[ \ Code [1] mmm

Rachel’s response is in relation to the facilitator’s closing question when the group were asked their thoughts on the questions asked (see lines 1211.0-1211.14 in Appendix J). In this extract we see that ‘SEMH’ is an identifiable term used in the college, suggesting that students’ SEMH needs are in some way categorised by a recognisable definition. The variation in staffs’ understanding of this term (evidenced between Extract 19 and 20) further suggests that different staff members have differing levels of responsibility in understanding what SEMH is, as evidenced by Rachel saying “I think it was what I expected” (line 1216.0). By using “I think”, however, Rachel is allowing room for other views beside hers, but also protecting her own level of knowledge. In addition, Rachel’s comment functions to position her closer to the facilitator / researcher who could be seen as having extended knowledge on SEMH. A similar positioning is also seen in Extract 15.

In the extract below, Lenny presents the idea that the dominant discourse of SEMH needs is based on a deficit view:

Extract 21

1008.0 1008.1

Lenny But u [1] a this I debate’s framed isn't it in terms of [2] mental and social

1009.0 Beatrice And social yeah 1010.0 1010.1 1010.2 1010.3 1010.4 1010.5 Lenny Lenny Pp Lenny

That’s gone wrong [1] there’s very little isn’t there in terms of…/ [ \ teaching /

[sniff] ]

\ students what good mental health… looks right and

1011.0 Pp Mmm

1012.0 Lenny To what point s feeling sad is okay

An already established debate has been acknowledged (“this debate’s framed” in line 1008.0), although the word “this” in the same line may reflect the ambiguity of where the debate is rooted; from the researcher and their questions, within the staff members participating in the group discussion, at a college level, or at a societal level. The use of the word “framed” suggests that the debate is common knowledge, and may be difficult to shift regardless of where it originates from. The challenge in shifting this discourse is noted by Lenny who explains that teaching about positive mental health is scarce (lines 1010.0-1010.5). Within this extract we see variation across the spectrum of SEMH, from the negative and positive aspects, but also in between, as demonstrated when Lenny says “to what point” (line 1012.0). This line does, however, suggest that an emotion such as sadness can become problematic if it goes beyond a certain level, and this notion in itself leans towards a problematic way of thinking about SEMH. Similar to the majority of the examples noted in this IR, Lenny discussed identified SEMH needs in relation to the students. This positions the staff members as that of ‘supporters’ of SEMH, rather than presenting with SEMH needs themselves.