“Their behaviours are displaying what their needs are”: Exploring mainstream primary school staff’s experiences of relational approaches with children who display social, emotional and mental health needs

Soproniuk, Rebecca 2025. “Their behaviours are displaying what their needs are”: Exploring mainstream primary school staff’s experiences of relational approaches with children who display social, emotional and mental health needs. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

The concept of relational rupture and repair applied to Educational Psychology Practice is in its infancy (Raider-Roth et al., 2012). As there is limited research in this area, the current qualitative study aimed to explore mainstream primary school staff’s experiences of relational approaches with a focus on relational rupture and repair (RR&R) with children who exhibit social, emotional and mental health needs (SEMH). Five participants engaged in virtual, semi-structured interviews. Two overarching themes and 6 subthemes were generated from the data set, using Reflexive Thematic Analysis (Braun & Clarke, 2022). The research highlighted a perceived shift in society, influenced in part by the growing interaction of children with technology, the lasting impact of the COVID-19 pandemic and a change in Welsh educational reform (2018). School staff experience the impact of the accumulation of a child’s life at home within the school environment. An increase in the complex presentation of needs of children starting school in the early years also impacts relationships in schools. Furthermore, school staff have observed notable differences in speech, language and communication skills which can present challenges in effectively meeting needs. Due to the impact of time and perceived lack of resources in a busy environment, there is a need to restore situations rather than restore relationships with school staff and children. Effective collaboration between school and families is essential to support positive relationships within schools. It was suggested that effective relational repair require both staff and children to be emotionally regulated. In addition, children with social, emotional and mental health needs benefit most from support delivered by adults who engage with them regularly and have established a strong, trusting relationship. Furthermore, whole school approaches implemented by Senior Leadership Teams enable positive relationships within schools. Findings are discussed in relation to previous research and the wider context, including implications for EP practice. Strengths and limitations are discussed and recommendation for future research proposed.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	13 August 2025
Last Modified:	19 Aug 2025 11:16
URI:	https://orca.cardiff.ac.uk/id/eprint/180405

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