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Abstract

Within western culture, the topic of SEMH is a rapidly growing cause for concern for educators. More concerningly, SEMH adolescents are one of the most educationally marginalised groups of young people (Hickinbotham et al., 2021; Carroll & Hurry, 2018), with disproportionate exclusion rates when compared to the other SEN categories (DfE, 2017c). Constantly faced with stigma, misunderstanding and misconstrued ideologies of what it means to have SEMH needs, these students are consistently falling through the cracks of the education system, particularly adolescent girls with ADHD. Girls with ADHD are perpetually under-referred and under-diagnosed due to the regressive notion that ADHD is a ‘boys’ condition, where the current diagnostic criteria fail to recognise gender differences and intersectionality of young people. SEMH difficulties are highly prevalent, and cause challenges within mainstream education for teachers, however by adopting a strengths-based approach, educators can begin to improve the academic experiences for these young people

Course: Childhood and Youth Studies - BA (Hons) - C1989F

Date Deposited: 2024-05-15

URI/permalink: https://library.port.ac.uk/dissert/dis14389.html