Internationally it is recognised that there is no shared understanding of what inclusion is (Armstrong, Armstrong & Spandagou, 2011) nor internationally shared protocols for the identification of children with Special Educational Needs (SEN) (Rix et al., 2013).  In any intervention to support children and young people who may be perceived as having SEN or Additional Support Needs (ASN) (Scottish context) it can be assumed that the desired outcome is intended to be beneficial to the child or young person in question. However, a dilemma for educators is that the very act of identifying a child as having SEN/ASN and the provision of additional support may carry with it the attendant risks of labelling and stigmatisation and the associated negative effects, as identified within the literature (Slee, 2013). Yet, if educators, concerned about the potential negative effects of such, withhold from children therapies and interventions which could potentially be of benefit to them, the risks posed to children could be even greater (Kaufmann, 2013).

With regard to children experiencing (or at risk of developing) SEBD, whilst the literature explores their experiences of schooling in general, there is scant literature which explores how they experience the act of being identified as being in need of additional support (and the labelling which often accompanies it) (Macleod, 2013), yet, such a label often carries with it the disapprobation of society centred in deficit models of the child (Hjörne & Säljö, 2013; Orsati and Causton-Theoharis, 2013) and/or rooted within the family (Araujo, 2005), failing to recognise the wider cultural, political and societal factors which can create and/or exacerbate the nature of the difficulties experienced by the child, including schooling which fails to meet their needs (Slee, 2013) .  

There is an extensive international literature on labelling and the effects thereof (Riddick, 2012). This paper explores the nature of labelling and the process by which it comes about before examining the functions which are forwarded for its use. It then explores how labelling exists within a socio-cultural and political context and serves to stigmatise specific groups, playing a significant role in the construction of identities. It then examines how pupils who participated within a programme to support children experiencing (or at risk of developing) SEBD, devised by the author and implemented within two Scottish local authorities, experienced the act of being nominated for support and their subsequent participation within the intervention. Did they experience it as inclusionary or exclusionary?

The objectives of the study were to ascertain the efficacy of the approach and the variables which impacted upon pupil outcome through the examination of pupil experiences and outcomes, and to explore issues around inclusion; transitions; pedagogy; and leadership, change management and sustainability. 

Research Questions

 Outcomes for Pupils

To what extent, if any, have pupils developed further:

1.   intrapersonal (undestanding of self)
2.  interpersonal intelligence (understanding of others)?

To what extent, if any, has this impacted upon the pupils':

1. capacity to regulate their behaviour with good judgement in a range of contexts
2. capacity to form and maintain effective interpersonal relationships and for empathy
3. self-esteem and self-efficacy
4. dispositions towards learning and towards school?

Efficacy of the Approach

1.     i.       What are the variables which have impacted upon pupil progress?
2.    ii.       What are the strengths and weaknesses within the approach as perceived by a range of stakeholders?

Adding to the bodies of knowledge

What can be learned from the project to inform policy and practice nationally and internationally in the following areas:

1. Pedagogy
2. The transition process from Primary to Secondary
3. The inclusion of pupils experiencing SEBD in mainstream schools
4. Leadership, change management and sustainability?

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