Educators’ Constructions of SEMH: A Foucauldian Discourse Analysis

In recent years, Social, Emotional, and Mental Health (SEMH) needs among children and young people (CYP) in educational settings have gained increased attention. Despite being a relatively new concept and operating within a realm characterised by limited pre-existing understanding or misunderstanding, SEMH is now recognised as the second-largest category of Special Educational Needs (SEN) (DfE, 2023). Ambiguities in SEMH's definition suggest potential underestimations in reported figures, impacting the identification and support of such pupils. This exploratory study investigates how educators construct SEMH needs through discourse and examines how these constructions shape their perceptions and actions in supporting individuals with SEMH needs. Using a flexible qualitative design, semi-structured interviews were conducted with three educators. Foucauldian Discourse Analysis (FDA), informed by Willig's framework (2013), was employed for data analysis. Findings reveal that educators construct SEMH through four key discursive themes: SEMH as heterogeneous, SEMH needs challenge traditional disciplinary practices, SEMH support is marginalised in favour of academic priorities, and SEMH demands a shift towards greater systemic understanding. This study provides insights into how these discursive constructions of SEMH can either open or close opportunities for effective support and interventions for CYP with SEMH needs. It contributes to Educational Psychology by highlighting the nuanced nature of SEMH needs and emphasising the diverse approaches required for effective support. This study underscores the importance of addressing entrenched power dynamics perpetuating inequalities and advocates for inclusive and equitable practices within educational settings. It calls for collaborative efforts among Educational Psychologists, educators, policymakers, and stakeholders to promote inclusive language, challenge dominant discourses, and foster empathetic and equitable practices in educational environments.