Scottish Government | Research into provision for pupils with complex additional support needs
In 2022 Humanly was commissioned by the Scottish Government to conduct qualitative research into provision for pupils with complex additional support needs in Scotland. In this complex research project Humanly involved over 200 participants and 11 schools in 7 local authority areas across Scotland.
The overall aim of the research was to explore the ways pupils with complex additional support needs in Scotland are supported in order to reach their full potential. This included exploring policy, practice, partnerships and perceptions of the current system of support.
The Process
To develop a research approach Humanly worked collaboratively with key stakeholders from the Scottish Government and the Doran Review National Strategic Commissioning Group. Key ethical considerations were identified around working with children and young people with complex additional support needs, along with mitigating actions to ensure high ethical standards.
Additionally, a review of relevant policy, guidance, research and data was conducted to ensure a robust understanding of the legislative landscape and provide context to the research.
The qualitative research phase saw the Humanly team visit 11 schools across Scotland, encompassing a diversity of geography, relative size of local authority, level of deprivation and local provision. This diverse range of settings spanned early years, primary and secondary, and included a variety of mainstream and special schools.
Humanly conducted research with 91 children and young people aged 3-18 with complex additional support needs in person in their schools.
A toolkit of research activities enabled meaningful, enjoyable and accessible experiences. Activities with individuals and small groups were designed to facilitate open, exploratory conversations with children and young people of different ages and with a wide range of complex additional support needs.
Humanly tailored each research activity around individual needs and preferences (such as verbal/non-verbal communication), and children were given the freedom to express themselves in the way that suited them best (including through talking, signing, using symbols, drawing and making).
Creative methods included:
Mini me
Making a ‘mini me’ surrounded by the things in school that make them feel happy and supported, using collage, drawing and writing
Chalkboard conversations
Using chalkboards with images representing different topics (such as education, work, fun, relationships and having a say) to guide conversations and capture responses
During school visits, research activities were combined with guided tours of schools led by pupils, and observation through the team participating in classroom activities, lunchtimes and school trips. ‘Show and tell’ activities were also used to explore the materials, resources and tools used by staff to support children and young people.
Additionally, Humanly conducted in-depth interviews and group discussions with 18 parents and carers, 73 school staff (including class teachers, pupil support staff and senior leaders) and 20 wider system stakeholders, providing valuable perspectives on what is and isn’t working within the current system of support.
All research outputs were analysed in detail using thematic analysis, identifying key themes and findings within the enquiry areas of policy, practice, partnerships and perspectives, as well as cross-cutting themes.
The Outcomes
Insightful new findings were uncovered through the use of highly creative, ethnographic and child-centred methods.
For example, many pupils highlighted the importance of supportive relationships with staff, meaningful friendships with their peers, and opportunities for outdoor learning. The results of creative activities with pupils who do not communicate verbally supported these findings, with many pupils including images and representations of school staff, friendships and outdoor environments on their ‘mini me’ collage of themselves surrounded by the things that make them happy.
The research was published by the Scottish Government in September 2023, providing an important evidence base centred on the lived experiences of children and young people with complex additional support needs and their families.
The emerging themes and insights built upon previous research, adding the vital perspectives of people with lived experience to previous findings drawn predominantly from the views of staff and stakeholders. In particular, stakeholders praised how strongly the voice of pupils came through in this research.
The findings will be used to inform and support ongoing work by the National Strategic Commissioning Group to improve the educational experiences of children and young people with complex additional support needs.
This contributes towards the implementation of Scotland’s 10-Year Strategy (2017-2026), to deliver children an equitable opportunity to succeed, and to make sure all children reach their potential.
‘The findings provide a valuable insight into the successes and challenges of current provision and will inform our next steps with the implementation of the Doran Review.’
Jenny Gilruth, Cabinet Secretary for Education and Skills