Personalised learning for young people with social, emotional and behavioural difficulties

Mandy Ewen, Keith J. Topping

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)

    Abstract

    Limited research evidence pertains to the inter-related themes of personalised learning and curricular reform with young people who are disaffected with school or experience social, emotional and behavioural difficulties (SEBD). The Extended New Directions (END) project aimed to provide flexible and individualised education to help re-engage secondary school-aged young people. A mixed method research design evaluated the project. Quantitative data were gathered in respect of attendance, exclusion and achievement for the entire cohort of 30 young people. Self-report measures (focus group, semi-structured interviews and questionnaires) were used with randomly selected young people, parents and all stakeholders (n = 52). Analysis suggested that END was generally achieving its aims, and implications for future research, policy and practice are discussed.

    Original languageEnglish
    Pages (from-to)221-239
    Number of pages19
    JournalEducational Psychology in Practice
    Volume28
    Issue number3
    Early online date5 Jul 2012
    DOIs
    Publication statusPublished - Sep 2012

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