The lived experiences and sense making of adolescent males with social, behavioural, emotional and wellbeing needs who have reintegrated back into mainstream education following a placement in alternative education provision

: an interpretive phenomenological analysis

Abstract

This thesis presents an Interpretive Phenomenological Analysis (IPA) study of six young people's lived experiences of reintegrating back into mainstream education following a placement in an alternative education provision (AEP). All participants have needs in relation to social, behavioural, emotional and wellbeing (SBEW), and are currently in Key Stage 3 and Key Stage 4 of compulsory school age (aged 14-15) across Northern Ireland. Qualitative methodology in the form of semi-structured interviews was utilised to gather rich accounts of participants' reintegration experiences and any factors that were perceived to have facilitated and/or inhibited their transition. IPA analytical processes highlighted 3 group experiential themes (GETs) that were particularly relevant when considering the sense-making of young people in regards to their reintegration experiences; these included: Impact on identity; adjusting to change; and perception of reintegration. A further 5 GETs emerged from the data analysis, which highlighted facilitators and inhibitors that young people perceived as being significant throughout their reintegration experiences: Functioning across two contexts; psychological wellbeing; and addition of SEN were notable barriers to successful reintegration, whilst readiness to transition and the significance of positive relationships were perceived as facilitators. The results add to existing literature which suggests that reintegration should be considered in context, and that a model which accounts for the complex ecological systems in which individuals function whilst prioritising voice of the child, will be most beneficial. This study concludes with recommendations for supporting successful reintegration across a range of within-child, familial, school, and environmental factors. Ultimately, the study holds particular relevance for stakeholders and professionals who wish to develop clearer understanding of what it is like for young people to reintegrate back into mainstream from AEP, and how best to support this transition.

Date of Award	Dec 2022
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Maria McAleese (Supervisor)