How do staff with a key role in social, emotional and mental health (SEMH) in secondary school organisations engage in thinking and talking about the issue? A grounded theory study

Adolescent well-being is a national concern and government priority. It is increasingly recognised that schools have an important role to play in contributing to building resiliency. Indeed, the revised Special Educational Needs and Disability Code of Practice in the UK, has recently introduced the term ‘social emotional and mental health’ (SEMH) as a category of need which formalises school involvement in this area. As such, the present study, which provides an extended understanding of the way in which staff with a key role in SEMH in secondary school organisations engage in thinking and talking about the issue, is both timely and pertinent. This study sought to develop a conceptual understanding grounded in data for this purpose and to inform external agency involvement. The research was exploratory and employed a flexible design through a grounded theory methodology with ethnographic components. Individual interviews were conducted with members of staff holding key roles linked to SEMH across four secondary school organisations and ethnographic data was gathered from varied sources to understand cultural meanings. Analysis was carried out in line with grounded theory approaches and in consideration of levels of organisational culture. The research process and findings from the present study led to the development of the conceptual "Model of Integrated Role Identity for Capacity Building". This model, encompassing this study's two emergent conceptual categories of ‘integrating personal-professional identity for SEMH’ and ‘navigating supported agency for organisational growth’, offers an understanding of the social processes involved in secondary school organisations in relation to SEMH. The proposed model based on this understanding may guide school leadership, organisational development and external agency support in the future. Indicated implications for practice include support for staff, organisational capacity building, and inclusion policy and guidance. Implications are considered with reference to Educational Psychology Service involvement in particular.