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‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system
Abstract
Young people whose behaviour does not conform to our expectations of how pupils should behave within an educational context have had a variety of labels attached to them including: Social, Emotional and Behavioural Difficulties (SEBD), and Attention Deficit Hyperactivity Disorder (ADHD). The employment of such labels will shape how the young person is perceived by the adults surrounding them. This will not only have an impact on the relationships that are developed between the pupil and the educator but also how the young people see themselves in terms of their own identity. This paper seeks to give voice and explore the position of young people within the confines of their educational experiences. The paper draws on 13 in-depth case studies to reflect on how young people experience the SEBD labels attached to them by others and what pupils consider to be the main antecedents leading them to display behaviour which is deemed unacceptable in the classroom. The paper highlights the importance of providing opportunities for young people to have their voice heard to fill the gap between professional perceptions and those of the pupil. In order to truly understand why young people display behaviour that is considered difficult and how they experience the labels we attach to them we have to speak to young people themselves.
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“The number of children identified as having SEMH difficulties is continually growing, yet support provision to ameliorate the difficulties children experience within educational settings is minimal (Caslin, 2019).”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Caslin, 2019
In the citing paper
“Nonetheless, children with SEMH difficulties can be argued to be the best beneficiaries of student voice opportunities (Caslin, 2019), and a strength of the present research was the child-focussed photo-elicitation methodology, which helped the children to be heard and aided construction of unanticipated and meaningful responses.”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Caslin, 2019
In the citing paper
“For example, in the present study, children had a full week to think about how they felt towards transition, take pictures to represent these feelings, and consider how to present this in the focus groups, which we felt was needed due to the children's special educational needs and the lack of voice children with SEMH difficulties have within educational research and policy (Caslin, 2019).”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Caslin, 2019
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Metadata
- Authors
- Caslin, M.
- Affiliations
- Liverpool Hope University (GB)
- Corresponding author
- Caslin, Marie
- ORCID
- Caslin, Marie
- Venue
- Emotional and Behavioural Difficulties
- Publisher
- Informa UK Limited
- Published
- 2019-03-07
- Volume
- 24
- Issue
- 2
- Pages
- 167-180
- ISSN
- 1363-2752 (ISSN-L)
- 1741-2692
- OpenAlex
- W2921897712
- Cited by
- 16
- References
- 59
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 5 · 2021: 4 · 2020: 1
- FWCI
- 6.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Emotional and Behavioural Difficulties (publishedVersion)
- Edge Hill University Research Information Repository (Edge Hill University) (publishedVersion)
- Hope's Institutional Research Archive (Liverpool Hope University) (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Clinical Psychology › Psychology and Mental Health
- Keywords
- social, emotional and behavioural difficulties, attention deficit hyperactivity disorder, youth, pupil voice, labeling, pupil-teacher relationships, student identity, classroom behavior, student experience, British education system
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- CoChat. (2026). Citation check: ‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. https://app.cochat.ai/papers/10.1080/13632752.2019.1587899
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- Caslin, M. (2019). ‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. Emotional and Behavioural Difficulties. https://doi.org/10.1080/13632752.2019.1587899
