Abstract

This research was commissioned to Dr Sarah Martin-Denham, Associate Professor of Care and Education at the University of Sunderland. Social Finance is a not-for-profit enterprise which with partners helps to design, fund and scale solutions to challenging social problems in the UK and across the world.

Data was collected through 41, 1:1 and 1:2 semi-structured in-depth conversations, with children (n=22) accessing a Power2 intervention and their parents (n=14) in Northwest England. Five children took part in two conversations, one in March 2024 and the second in July 2024.

The methodology for this research is grounded in a phenomenological interpretive position, with a belief in the importance of lived experiences. The data was analysed using reflexive thematic analysis as a method suitable for identifying themes and an accepted phenomenological approach. Themes and patterns in the dataset were identified through inductive analysis – reading and re-reading the data.

The aim of the research was to evaluate the experiences of children, young people, and families participating in a RootED intervention to reduce school exclusions.

The objectives were:

O1: Identify barriers to accessing the intervention, from referral to completion

O2: Determine if the RootED model has benefitted children and families

O3: Identify what aspects of RootED children and families found most valuable

O4: Determine any changes in the lives of children because of RootED

O5: Evaluate if participation affects the degree of trust that children and families have in schools

O6: Explore if RootED impacts the wellbeing/mental health of the children

O7: Provide recommendations on how the RootED model could be improved

Key findings

Finding 1: The first theme identified was: ‘Protective factors to accessing and remaining in mainstream school’. Within this theme, four sub-themes were identified. First, ‘stable relationships’, children and parents emphasising the importance of positive and enduring relationships with adults and peers in school, as well as the Power2 programme leads. Not all children could name a significant adult in mainstream school with whom they had a positive relationship, but all had a positive relationship with their Power2 lead. Second, ‘being heard’. Children felt heard by their Power2 lead emphasising that they employed noticeable listening techniques and offered them a much-needed outlet for sharing anxieties and challenges that they did not feel comfortable sharing with peers, parents or other school staff. Third, ‘emotional regulation’, specific techniques they learned during the Power2 programme to help them cope in difficult classroom environments. Techniques and tools involved breathing techniques, fiddle toys, movement breaks, and opening up to their Power2 worker or other significant adults. Positive outcomes of emotional regulation included enjoying school more, reducing mental ill health and decreasing the number of sanctions they received. Fourth, ‘raising confidence’. One of the most common reasons for a Power2 referral was low confidence and struggling to cope in mainstream school. During the Power2 intervention children’s confidence was reported to increase in a variety of ways, including their ability to cope in stressful situations, increased social interactions, and increased likelihood of attending lessons. Children and parents were particularly complimentary of Power2’s effectiveness in this regard.

Finding 2: The second theme identified was: ‘Barriers to accessing and remaining in mainstream school’. Within this theme, two sub-themes were identified. First, ‘unmet needs’. Having mental ill health and or disabilities made it difficult to survive, let alone thrive in mainstream school. Children encountered particular challenges in overwhelming classroom environments, with large class sizes, noise and behaviour expectations. These difficulties were compounded by inconsistent use of reasonable adjustments and a lack or loss of friendships. Second, ‘sanctions’, experiences ranged from feelings of anxiety surrounding sanctions, and receiving sanctions for menial offences, to complete indifference towards sanctions. Participants also felt that being placed in isolation was an ineffective deterrent.

Finding 3: This final theme was: ‘The risk factors when withdrawing mental health support’. Children and parents consistently and passionately expressed concern about the Power2 intervention ending. Parents reported feelings of ‘fear’ and ‘dread’ when asked how they felt their children would cope once they no longer had Power2 support.

Recommendations

Based on the research findings, the following recommendations for RootED are proposed:

Recommendation 1. Interventions to include partnership working with and training for mainstream schools, covering legal duties under relevant Acts and evidence-based practices for supporting children and young people with social, emotional and mental health difficulties

Recommendation 2. Review length of RootED interventions to ensure children with disabilities have sufficient time to adapt to receiving the intervention and withdrawing on completion

Recommendation 3. Longitudinal study to determine the long-term benefits, value and impact of the RootED intervention