Exploring the role a Black Supplementary School plays in supporting Black boys labelled with “challenging behaviour” at GCSE level

This study sought to shed light on the role a Black Supplementary School (BSS) played in supporting Black boys who were performing at national average or higher at GCSE level. They had been labelled with challenging behaviour by their mainstream educational provision. This study explored the views of 5 pupils, 4 parents and 5 BSS staff regarding ways in which the BSS supported them.

The research adopted a single case study design. It employed qualitative data collection using semi–structured interviews. Thematic analysis was used to analyse the data with inductive methods of inquiry. Critical Race Theory-Community Cultural Wealth (CRT-CCW) and Bioecological Process, Person, Context, Time (B-PPCT) model were used conceptually to guide the structure of the interview schedules. However, the interview schedules were flexible enough to allow participants to reveal any perspectives that they felt were significant to the research.

One overarching theme "Education is more than academia" and four themes; "Strong Sense of Belonging", "Pupil empowerment through unique opportunities", "Knowing and growing thy self" and "Supporting systemic strategies" developed from the data. Overall, the findings suggest that the BSS taught pupils not only academia, but aspects of racialised identity and self-knowledge. They also provided a layer of support for the pupils' parents. The staff, parents and pupils all described a strong sense of belonging to the BSS and likened it to being part of a family.

Based on the present study's findings, there are implications for Educational Psychologists and other education professionals. It is hoped that the findings of this study will be used to enhance professional practice based on a deepened understanding of the needs of this group and ways to support them.