Exploring School Staff Views on the Use of Emotion Coaching in Special Schools That Support Children and Young People with Learning Difficulties

Gray, Hannah Louise (2025) Exploring School Staff Views on the Use of Emotion Coaching in Special Schools That Support Children and Young People with Learning Difficulties. Doctoral thesis, University of East Anglia.

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Abstract

Supporting the emotional wellbeing and behaviour of children and young people (CYP) with learning difficulties (LD) is important, as they are at an increased risk of developing mental health difficulties (Emerson & Hatton, 2007). CYP with special educational needs/disabilities (SEND) are also more likely to experience associated behaviour challenges, e.g., school-exclusion and “restrictive practices” (National Statistics, 2023a; Department for Education, 2025a). This can negatively impact their academic, socio-emotional, and employment outcomes (Clarke et al., 2021; Hodgkiss & Harding, 2024). Limited research has addressed how to support the emotional and behavioural needs of CYP with LD (Fox, Laverty & Chowdhury, 2020). Emotion Coaching (EC) is a whole-school, relational approach that aims to support CYP’s emotional regulation and wellbeing (Rose et al., 2015; Gus, Rose, & Gilbert, 2015). Research has highlighted its effectiveness and implementation in mainstream schools (Rose et al., 2015; Romney, Somerville & Baines, 2022). However, limited research has investigated its use in special schools to support CYP with LD. Therefore, this research used a qualitative approach underpinned by a Critical Realist philosophy to explore staff’s views on EC use in special schools that support CYP with LD.

Nine semi-structured interviews were completed with school staff who work in special schools that support CYP with LD. Data was analysed using Reflexive Thematic Analysis (Braun & Clarke, 2022). Five themes were developed. These highlighted that EC becomes embedded within whole-school life within these settings, has a positive impact on supporting pupils’ emotional and behavioural outcomes, and supports staff to develop more emotionally responsive practice. Findings also revealed that EC is routinely adapted to meet pupils’ needs and is influenced by ecosystemic factors, e.g., capacity restrictions. These findings provide an understanding of how EC is used, experienced, and adapted in this context and can be utilised to support pupils’ wellbeing.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	06 Oct 2025 10:30
Last Modified:	06 Oct 2025 10:41
URI:	https://ueaeprints.uea.ac.uk/id/eprint/100632
DOI:

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