Abstract
Background
Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically disregarded area. Parents and staff often grapple with the myriad of socio-cultural factors and range of attitudes and beliefs. Research calls for professionals to work collaboratively, allowing the participation of all stakeholders, however there is little guidance to inform frameworks which support this way of working.
This study aimed to address this by exploring and evaluating how an RSE working group can be developed, supported by an EP, using Planning Alternative Tomorrows with Hope (PATH), guided by the views of parents, staff and pupils.
Method
This exploratory ethnographic case study followed one school over time. It used Participatory Action Research (PAR) and adopted a range of qualitative methods such as semi-structured interviews, field notes and artefacts. The views of parents and staff and pupils were gained to inform the actions of the working group.
Findings
The EPs range of knowledge and skills and relationship with the school was pivotal in planning, facilitating and supporting the group. The EP was key to supporting the working group provided a safe space for staff to support planning for RSE and contemplate key issues, including the significance of attuned staff/pupil relationships which support the adjustments needed for individualised RSE learning. PATH provided a structured, collaborative, participatory person-centred framework to plan for the group and support the group process. The mechanisms that were identified inform a framework that can be applied to address a range of systemic work.
Conclusion
Three broad implications for schools and EPs were found: highlighting the centrality of the EP’s unique skill set, psychological perspective and relationships with schools in supporting systemic change; the EP’s pivotal role in supporting the participation of all stakeholders: and the use of PATH as a flexible, holistic framework to address both the complexity of RSE for SEND pupils and contend with implementing a variety of organisational change.