Family Matters: How Students with Behaviour, Emotional and Social Difficulties Experience the Family as an Increased Risk Factor

Abstract

A qualitative interpretavist investigation showed that family relationships of students with Behavioural, Emotional and Social Difficulties (BESD) in mainstream education in London constituted a risk factor in the development of the young person. Thirteen student participants with BESD participated. An analysis of student writing activities, student participant interviews, parent questionnaires, teacher responses and interviews with education professionals indicated that both protective and risk factors were present in family relationships, however risk factors greatly outweighed protecting factors. Three main categories of family as a risk were: strained parent-child relationships, inconsistent parenting style, and insecure attachment to the family as a barrier to progress. This paper contributes to the growing understanding of how deleterious family relationships hamper the academic, social and emotional development of young people with BESD in order to improve inclusive education policy and practice. Further research into supporting young people with BESD in mainstream education, emphasising on the impact of attachment disorders, the early onset of personality disorders, as well as the impact of underdiagnosed cortisol disorders can provide professionals in pastoral roles with an augmented understanding of how to support students with BESD. In addition, the understanding of how teachers and education professionals liaise with at risk families and the impact of home-school relationship development has on the academic, social and emotional development of young people with BESD, should be conducted.

Keywords: Families as risk factor, family relationships, Behaviour Emotional and Social Difficulties