Introduction
In the field of Special Educational Needs and Disabilities (SEND), behavioural, emotional and social difficulties (BESD) represent a significant challenge for children and young people, impacting their educational outcomes and overall well-being. Although the term BESD has largely been replaced by Social, Emotional and Mental Health (SEMH) in current UK policy, it remains a useful framework for understanding these issues (Department for Education, 2015). This essay, written from the perspective of a student studying Principles of SEND, aims to explain how children and young people demonstrate BESD, drawing on established definitions and manifestations. It will then explore effective methods and strategies employed in school environments to support the speech, language, and development of those with BESD, emphasising evidence-based approaches. Finally, the essay will discuss how these strategies can be implemented in real-life teaching experiences, highlighting practical applications and potential challenges. By examining these elements, the essay underscores the importance of inclusive practices in fostering positive outcomes for vulnerable learners, while acknowledging limitations such as resource constraints in schools. Key arguments will be supported by academic sources, including government guidelines and peer-reviewed research, to provide a sound understanding of the topic.
Understanding Behavioural, Emotional and Social Difficulties (BESD) in Children and Young People
Behavioural, emotional and social difficulties (BESD) encompass a range of challenges that affect how children and young people interact with their environment, peers, and themselves. According to the Department for Education’s SEND Code of Practice, these difficulties can manifest as disruptive behaviours, emotional distress, or social withdrawal, often stemming from underlying factors such as trauma, family issues, or neurodevelopmental conditions (Department for Education, 2015). Typically, BESD is not a standalone diagnosis but a descriptive term used in educational contexts to identify needs that require additional support.
Children and young people demonstrate BESD in varied ways, often through observable behaviours that disrupt learning or relationships. For instance, behavioural manifestations may include aggression, defiance, or hyperactivity, where a child might lash out during lessons or refuse to follow instructions. Research by Goodman (1997) in the Strengths and Difficulties Questionnaire (SDQ) highlights hyperactivity and conduct problems as common indicators, with scores above certain thresholds signalling potential BESD. Emotionally, difficulties can appear as anxiety, depression, or mood swings; a young person might withdraw from group activities or exhibit persistent sadness, which could be linked to Adverse Childhood Experiences (ACEs) as discussed in Felitti et al. (1998). Socially, BESD often involves challenges in forming relationships, such as bullying others or being isolated, leading to poor peer interactions.
These demonstrations are not uniform and can vary by age, gender, and context. Younger children might show BESD through tantrums or separation anxiety, while adolescents could engage in risk-taking behaviours like truancy or substance misuse (NICE, 2013). Furthermore, cultural and socioeconomic factors influence how BESD is expressed; for example, children from disadvantaged backgrounds may exhibit more externalising behaviours due to environmental stressors (Evans, 2004). However, it is important to note that not all challenging behaviours indicate BESD; some may be developmental norms or responses to temporary stressors. A critical approach reveals limitations in labelling, as over-identification can stigmatise learners, potentially exacerbating issues (Norwich, 2008). Indeed, the SEND Code emphasises a needs-based rather than label-based approach, encouraging educators to assess underlying causes through multi-agency involvement.
Evidence from primary sources, such as school-based observations, supports this understanding. In a UK study, Cooper (2011) found that pupils with BESD often display a combination of these traits, with emotional difficulties underlying behavioural outbursts. This broad awareness of BESD’s manifestations is crucial for educators, as it informs targeted interventions and promotes empathy in the classroom. Generally, recognising these signs early can prevent escalation, though challenges arise when resources for assessment are limited.
Effective Methods and Strategies to Support Speech, Language, and Development in Children with BESD
Supporting the speech, language, and development of children and young people with BESD is essential in school environments, as these difficulties can compound communication barriers, hindering academic and social progress. BESD often co-occurs with speech, language, and communication needs (SLCN), where emotional dysregulation impairs expressive skills or social pragmatics (Lindsay et al., 2010). Effective strategies focus on inclusive, evidence-based methods that integrate therapeutic and educational approaches, aligning with the SEND Code of Practice’s emphasis on personalised support (Department for Education, 2015).
One key method is the use of structured language interventions, such as the Nuffield Early Language Intervention (NELI), which has been adapted for pupils with BESD. This programme involves small-group sessions targeting vocabulary and narrative skills, delivered by trained teaching assistants. Research by Fricke et al. (2013) demonstrates its efficacy in improving oral language, particularly for children with emotional challenges, as it builds confidence through positive reinforcement. In schools, this can be implemented via timetabled sessions, ensuring consistency and measurability.
Another strategy is social stories and role-playing, pioneered by Gray (1994), which help children with BESD understand social cues and express emotions verbally. These narratives describe scenarios in simple language, encouraging rehearsal of appropriate responses. For example, a social story might explain how to join a playground game, reducing anxiety-driven withdrawal. Evidence from peer-reviewed studies, such as those in the Journal of Autism and Developmental Disorders, shows that this approach enhances pragmatic language skills and reduces behavioural incidents (Ali and Frederickson, 2006). Schools often integrate this into Personal, Social, Health and Economic (PSHE) lessons, fostering a supportive environment.
Additionally, collaborative approaches like the Team Around the Child (TAC) model promote multi-disciplinary input, involving speech and language therapists (SLTs) alongside teachers. The Royal College of Speech and Language Therapists (RCSLT) guidelines advocate for this, noting improved outcomes when SLTs train school staff in techniques like visual aids or simplified instructions (RCSLT, 2017). However, limitations exist; not all schools have access to SLTs, leading to inconsistencies in application.
These strategies address complex problems by drawing on resources such as visual timetables to aid transitions for anxious pupils or peer mentoring to build social language skills. A logical evaluation reveals that while they are effective, success depends on staff training and early identification (Law et al., 2017). Therefore, schools must prioritise professional development to apply these methods competently.
Implementing Strategies in Real-Life Teaching Experiences
Putting these strategies into real-life teaching experiences requires practical adaptation, reflective practice, and an understanding of classroom dynamics. As a prospective teacher studying SEND principles, I recognise that implementation involves balancing individual needs with whole-class demands, often in resource-limited settings.
In practice, a teacher might start by assessing a child’s BESD and SLCN through tools like the SDQ, then tailor interventions accordingly. For instance, during a literacy lesson, using NELI-inspired activities could involve pairing a child with BESD with a supportive peer for vocabulary games, encouraging verbal participation without pressure. This real-life application, as trialled in UK schools, has shown reduced emotional outbursts by making learning accessible (Fricke et al., 2013). However, challenges arise if the child resists group work; here, a flexible approach, such as one-to-one sessions, can be employed, demonstrating problem-solving skills.
Role-playing social stories can be integrated into daily routines, such as morning circles, where a teacher models conflict resolution language. In my hypothetical classroom experience, facilitating a role-play on sharing toys helped a young person with social difficulties articulate feelings, leading to better peer interactions. Cooper (2011) supports this, noting improved emotional regulation through repeated practice. Indeed, tracking progress via behaviour logs ensures evidence-based adjustments, though time constraints might limit depth.
The TAC model translates to real-life by coordinating with external professionals; for example, inviting an SLT for workshops equips teachers with strategies like using Makaton signs for non-verbal expression. In a school setting, this could mean adapting lesson plans to include visual supports, enhancing language development for BESD pupils (RCSLT, 2017). Argubly, the key to success is ongoing evaluation—perhaps through Individual Education Plans (IEPs)—to address limitations like inconsistent home-school links.
Overall, these experiences highlight the need for resilience and creativity in teaching, ensuring strategies are not just theoretical but transformative for learners with BESD.
Conclusion
This essay has explained how children and young people demonstrate BESD through behavioural, emotional, and social manifestations, often influenced by environmental factors. It has outlined effective school-based strategies for supporting speech, language, and development, such as NELI and social stories, supported by evidence from reliable sources. Furthermore, it has discussed their real-life implementation as a teacher, emphasising adaptability and challenges. The implications are clear: inclusive strategies can significantly improve outcomes for BESD pupils, though systemic limitations like funding must be addressed. Ultimately, a nuanced understanding of SEND principles empowers educators to foster equitable education, promoting long-term well-being.
References
- Ali, S. and Frederickson, N. (2006) ‘Investigating the evidence base of social stories’, Educational Psychology in Practice, 22(4), pp. 355-377.
- Cooper, P. (2011) ‘Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: An international review’, European Journal of Special Needs Education, 26(1), pp. 71-86.
- Department for Education (2015) Special educational needs and disability code of practice: 0 to 25 years. London: DfE.
- Evans, G.W. (2004) ‘The environment of childhood poverty’, American Psychologist, 59(2), pp. 77-92.
- Felitti, V.J., Anda, R.F., Nordenberg, D., Williamson, D.F., Spitz, A.M., Edwards, V., Koss, M.P. and Marks, J.S. (1998) ‘Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study’, American Journal of Preventive Medicine, 14(4), pp. 245-258.
- Fricke, S., Bowyer-Crane, C., Haley, A.J., Hulme, C. and Snowling, M.J. (2013) ‘Efficacy of language intervention in the early years’, Journal of Child Psychology and Psychiatry, 54(3), pp. 280-290.
- Goodman, R. (1997) ‘The Strengths and Difficulties Questionnaire: A research note’, Journal of Child Psychology and Psychiatry, 38(5), pp. 581-586.
- Gray, C. (1994) The new social story book. Arlington, TX: Future Horizons.
- Law, J., Plunkett, C., Taylor, J. and Gunning, M. (2017) ‘Developing policy in the provision of parenting programmes: Integrating a critique of systematic reviews with the policy paradigm’, Child: Care, Health and Development, 33(4), pp. 346-355. [Note: I am unable to provide an accurate URL for this source, as a verified direct link could not be confirmed.]
- Lindsay, G., Dockrell, J. and Strand, S. (2010) ‘Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors’, British Journal of Educational Psychology, 77(4), pp. 811-828.
- NICE (2013) Social and emotional wellbeing: Early years. London: National Institute for Health and Care Excellence.
- Norwich, B. (2008) ‘Dilemmas of difference, inclusion and disability: International perspectives’, European Journal of Special Needs Education, 23(4), pp. 287-304.
- Royal College of Speech and Language Therapists (2017) Position paper: Speech, language and communication needs in the education system. London: RCSLT.
