The SEND code of practice (2015), the BPS (2016) hugely emphasises the need for schools to focus on a "combined approach to supporting pupils' with SEND (DECP 2017). Interventions within schools have been the focus of relevant legislation (DFE 2017). The DOH and DFE (2017) have highlighted the importance of practitioners working with children with SEND using "person-centred interventions within schools", (DOH and DFE 2017 p: 13; Taylor-Brown 2012). Person-centred interventions are further recognised as effective in meeting the "complex" needs of children with SEND (DFE 2017 p: 17).
The literature revealed the need for staff working with C&YP with SEMH difficulties employing a "non-coercive" and "humanistic approach" to intervention to support their needs (Carrol & Hurry 2018, p.314; Burton & Goodman, 2011; Cooper & Jacobs 2011, Hughes, 2012). From a humanistic perspective, Rogers (1951; 2000) recognised and outlined the essential need for the extension of the core conditions being; empathy;
unconditional positive regard; adoption of a non-judgemental stance and congruence as essential to facilitating the development of trusting relationships within the helping dyad. An additional fundamental premise of the humanistic approach is the need for practitioners to meet the individual in the present working with that which they bring at their own pace (Rogers 1951).
All participants discussed experiences which highlighted the importance of feeling supported by staff during the transition period and beyond. Participants described their first experiences of feeling supported by staff as occurring at times when they were finding it difficult to manage challenging or upsetting feelings or emotions. Bailey and Baines (2012) as a risk factor which if not supported can lead to poor secondary transition adjustments. Interventions which support the development of emotional intelligence (Qualter et al. 2007) and those which support pupils’ abilities to emotionally regulate, (Bailey ad Baines, 2012) are recognised as important for the facilitation of successful transitions to secondary school. For participants, this support coming early and initially occurring at times of emotional or psychological distress may have increased their sense of feeling contained in ways which with adult intervention supported them to begin to recognise and manage their difficult emotions. For Asif, the offer of staff members
informally "checking in" with him following school day transitions such as after lunch and break times were deemed helpful. Amina and Maria also discussed experiences of having ongoing support put into place which they could choose to engage in when they felt the need. Asif stated that it could sometimes be "annoying" because he sometimes did not have anything to report but was still encouraged to go to these check - ins. Maras and Aveling (2006) found that pupils with SEN varied in what they needed and expected during the secondary transition. They concluded that it was not the actual intervention which was impactful for pupils with SEN but what was fundamental to supporting successful
transitions was continuity of support throughout their transitions. This is similar to Rogers’s (1979) view that within a person-centred approach to supporting emotional and
psychological needs what is of most importance to psychological growth is the quality and development of the relationship between help-seekers and those who help. Less
emphasis is put upon the actual intervention (Rogers, 1979). Both views can be adopted to reflect the experiences of support offered to Amina, Asif and Maria. This is also in line with a "non-coercive" approach (Carrol & Hurry, 2018, p.314).
The implementation of support strategies pre-transition is recognised as being highly conducive to lower levels of school anxieties post-transition (Rice et al. 2016). Systemic approaches which entail making links and sustaining a level of consistency between the primary and secondary settings are recognised as supporting successful transitions (DfE, 2015, Rice et al. 2016). Asif, Zack and Maria all described recollections of cross setting meetings occurring pre-transition. These meetings involved liaison between their primary and secondary school settings and took place at participant's primary schools. These meetings were attended by; parents, a staff member from the secondary settings and participants themselves. Zack recalls being told at this meeting 'these are the rules for your new school'. Maria and Asif's recollections centred on discussions regarding systems and how to access help when they were finding things emotionally difficult.
Notably, Asif, Zack, and Maria experienced SEMH difficulties which were sometimes expressed outwardly through externalised responses. Such responses often resulted in conflict with peers and adults. For example, Asif recalls "getting angry" and tipping tables at times when he felt angry or upset in his primary school. In comparison to their peers, pupils with SEN were found more likely to need differentiated and personalised transition
intervention approaches (Neal et.al 2016). This may be an indication of the need for some pupils with particular SEMH needs requiring more assurance and preparations pre-
transition through interventions. This systemic triangulated approach involving parents and primary school settings pre-transition appeared to support these three participants. In particular, through these interventions participants developed an early sense of familiarity with key staff members; familiarity with school systems and were reminded very early on about their secondary schools' behavioural expectations and support mechanisms.
The implementation of transition strategies pre-transition was cited as being highly conducive to lower levels of school-based anxieties and improves school adjustment (Sancho & Cline, 2012; Bloyce & Frederickson 2012). Positive ramifications of the above early intervention are that it may have alleviated some of the anxieties which participants may have been carrying related to their secondary school transitions. This, in turn, could have contributed to enhancing these participant's levels of; trust and feelings of safety and belonging within their new school settings post-transition. Within the literature the fostering of a strong sense of school belonging is cited as a key factor to supporting successful transitions for pupils' as identified and outlined by; Sancho & Cline, 2012; Hegarty et al., 1992; Goodenow & Grady, 1993. Within the DfE (2016) the establishment of a sense of school belonging is identified as a protective factor.
Goodenow and Grady (1993) identified that though establishing a sense of school belonging, pupil's feelings of being "personally accepted, respected and supported by others" within the school community were positively enhanced (Goodenow & Grady, 1993; p.61). Integral to theories of school belonging is the idea that pupils feeling supported and feeling that they identify with the climate of the school in its entirety is fundamental
(Sancho & Cline, 2012). This was exemplified within the current study as all three participants' who received the per-school visit intervention reported feeling a sense of
reassurance that staff members within their secondary school "knew them". Specifically, the participants found it helpful to know that key staff members within their new schools were aware of the participants' specific SEMH challenges. Similarly, when discussing her initial anxieties related to having epilepsy and how this was impacting upon her
relationships with staff and peers’ post-transition, Amina spoke about her initial feelings that staff did not know about nor understand her illness. This often led to her avoiding school and peers. Amina described later feeling supported by her peers within her form group in ways which led to her feeling accepted and understood within her new school. Similarly, Joe recalls and discussed a sense of feeling accepted by his peer's post- transition. These experiences for each participant further helped to foster a sense of school belonging in ways which supported them to experience successful transitions.
Feeling heard and understood was facilitated by interventions in the form of ad hoc and consistent support. This strong need to feel heard and understood was firmly located within participants need to experience; equity, fairness and justice within their school contexts.