A gap to bridge? : the lived experiences of LSEs in supporting their students’ social and emotional wellbeing

Abstract

This study explored the lived experiences and views of learning support educators of the training they received to address the social and emotional wellbeing of students within a mainstream setting. Seven LSEs who have received the minimum requirement to be recognised as an LSE, and who have been working as an LSE for a minimum of two years participated in this study. Data were collected using semi-structured audio-recorded interviews, and analysed through Reflexive Thematic Analysis. Findings yielded five main themes: The Diploma Training, Growing into the LSE Role, Trying to Address the Social and Emotional Wellbeing, The Demands of Social and Emotional Support, and The Systems Around the LSE. Participants described their experiences of supporting their students’ social and emotional wellbeing, through the lens of the training, or lack of, they received as well as the school system within which they work. Findings highlighted the gap in training in supporting the students’ social and emotional wellbeing, and the importance of social and emotional wellbeing being a part of a whole-school approach. The findings indicate various ways to improve the improve the training of LSEs in social and emotional wellbeing and by proxy, the learning experience of students under their support, such as providing LSEs with guided mentoring, frequent meetings and supervision and continued professional development in supporting the students’ social and emotional wellbeing.