The focus of this paper is an evaluative case study of a group work approach devised by the author to support pupils perceived by their Pastoral Care teachers as having, or being at risk of developing, social and emotional behavioural difficulties (SEBD). The context is a Secondary school (ages 11+) in the West of Scotland situated in an area of multiple deprivation. At the time of implementation of the study, concerns about school discipline were coming increasingly to the fore (Munn et al., 2004), as was the focus upon the needs of vulnerable groups (SEED, 2002a) and the identification of the need for a multi-agency approach (SEED, 2001). In addition, there was a growing appreciation of the rights of the child (UNICEF, 1989); the establishment within Scottish education of a presumption of mainstreaming (SEED, 2002b); and, nationally and internationally, changing conceptions of inclusion (EENET, 2004; Ainscow et al., 2006; Smith and Barr, 2008; Mowat, 2009). These trends are apparent not only within the Scottish context but internationally (Graham, 2008; UNICEF, 2007). Whilst the concept of support groups in itself is not new, the intervention integrated social constructivist theory and the affective field, drawing upon bodies of knowledge relating to teaching for understanding and for transfer; thinking skills and thinking dispositions; multiple intelligence theory; theory of mind; and theories of motivation. The aim of the approach was to enable pupils to develop the personal intelligences (Gardner, 2006) such that they impacted upon pupils’: • capacities to regulate their behaviour with good judgement in a range of contexts • capacities for empathy and the further development of interpersonal relationships • self-esteem and confidence • learning dispositions. These aims are reflected within the research questions: RQ1 to what extent, if any, have pupils developed understanding of themselves and others, gaining insight into their interpersonal relationships? RQ2 to what extent, if any, have pupils developed and demonstrated understanding performances? (as listed above) RQ3 What are the strengths and weaknesses of the approach? What are the variables which impact upon pupil outcome? RQ4 What are the implications of the study in relation to knowledge transformation and imperatives within Scottish education? (inclusion, social justice etc.).

This case study was conducted over a five year period with sixty-nine Secondary 2 (aged 12-13) pupils, drawing upon a wide range of stakeholder accounts. It followed four cohorts of S2 pupils from the commencement of their Secondary schooling (S1) until the end of S3 or S4. Benchmark measures were established in relation to a range of indicators and progress measured in relation to these measures at three further points, comparisons being made with a range of comparator groups. Six in-depth case studies were carried out, selected by means of a multi-phase stratified sampling method. The study adopted a mixed-methods approach but was principally qualitative. Qualitative data (semi-structured interviews and open-questionnaires) were analysed via content analysis. Quantitative data (Likert and Semantic differential scales and the analysis of statistical data) were analysed via parametric and non-parametric (chi-squared) tests.

The study established that, to varying degrees and dependent upon context, teaching for understanding had impacted upon the range of identified outcomes (as above). This was reflected in a wide range of qualitative and quantitative measures (such as a reduction to a statistically significant extent (p = <.001) in exclusion openings), the effects being demonstrated up to two years after intervention for the vast majority of pupils within the retrospective sample. The findings are discussed in relation to:- the ethos of the Support Group, the role of the Support Group Leader in teaching for understanding and creating the learning climate; the process through which change is made possible; the classroom context – a focus upon relationships and upon learning; a focus upon the whole school context: upon leadership and the effective management of change; and a focus upon the wider community and the role of parents and other agencies.