Participatory research exploring the school experiences of Secondary School students with EHCPs for Social Emotional Mental Health

The SEND Code of Practice (DfE & DoH, 2015), Article 12 of the Rights of the Child (UNCRC, 2009), and a growing body of literature highlights the need to "unmute" the voices of children and young people (Alderson, 2008; Christensen & James, 2008; Kellett, 2010).

Within educational psychology practice, emphasis is placed on gathering views of children and representing these views fairly.

Shier's "Ladder of Children's Participation" (Shier, 2001) was used to quantify not only the participatory methods used to explore how students with EHCP's for SEMH needs experience school, but also to ascertain the level of participation afforded to participants during the EHCP process.

Data from 17 participants was captured through an online questionnaire and an adolescent research assistant-designed interview schedule.

A survey was used to capture the views of the research assistants, who were involved in the design, analysis, and dissemination of this project.

Results found that most participants were positive about the support they receive, describing this as "easy to access".

Factors of belonging (peer and staff relationships) were highlighted as important, though participants also spoke of bullying experiences during their school journey.

Despite participants reporting varied levels of participation in EHCP decisions, most were satisfied with their experience.

However, five participants completing the questionnaire, and most of the interviewed participants reported not to know that they had a plan, or asked "what is an EHCP?"

Analysis of the adolescent research assistant's survey found that they valued the contribution of their "unique perspective" to the research and developed research skills during the project.