The lived experiences of pastoral staff employed in social, emotional, and mental health (SEMH) secondary schools: a narrative exploration

Abstract

This paper explores experiences of pastoral staff, working in social, emotional, and mental health (SEMH) special secondary schools, regarding the psychological impact of their work. To date, attention has been given to the educational experiences of pupils attending SEMH schools and teachers working with pupils with SEMH needs in mainstream schools. Whilst these studies provide insight into the experiences of pupils and teachers, they do not explore the experiences of those occupying pastoral roles in SEMH schools. Using narrative research, five participants, recruited from schools in the Northwest of England, took part in interviews, conducted via video conferencing. Interviews were audio recorded and transcribed verbatim. Analysis adopted a two-stage approach. The first stage focused on each individual narrative, preserving it as a whole story, the second involved analysis across the five narratives. Both stages used Fraser’s (2004) seven stage approach, enabling long sections of narrative to be broken down into themes, whilst preserving the nuances within and across narratives. The first stage of analysis identified numerous themes specific to each participant, the second stage, the focus for this paper, identified two common themes across the narratives: ‘It’s a struggle,’ ‘and ‘My emotionally dirty work’. This is the first study to explore the psychological impact of working in SEMH secondary schools, from the perspective of pastoral staff. Findings have policy and practice implications; defining professional standards, appropriate training, and tailored supervision. An ‘ethos of care’ within SEMH schools could mitigate against the impact of struggles and work perceived as emotionally dirty.