Me, my school and I: a reflexive thematic analysis of the self-perceptions of post primary pupils with moderate learning difficulties in specialist education

The special educational need of ‘Moderate Learning Difficulties’ (MLD) is associated with a stigmatised social identity, which are generally thought to provoke unfavourable self-perceptions. However, pupils with ‘MLD’ in specialist education settings are generally observed to report favourable self-perceptions, leading researchers to wonder how MLD is internalised in such settings. This study employs reflexive thematic analysis with consideration to social identity. Semi-structured interviews of eight young people (aged 12-16 years) who attend specialist education settings were analysed in relation to their understanding of: (a) their individual self-perception (b) specialist school experience and (c) MLD-related labels with findings explored through generated themes per area. Overall participants demonstrated active participation in creating their sense of self and school experience. Findings indicated that MLD-related labels are not understood through a meaningful social identity, owing to the diversity by which it is understood. Participants expressed a general understanding of undesirable cognitive differences associated with labels and/ or themselves, which influenced self-perceptions. Implications for Educational Psychology in practice have been discussed with recommendations for special education service development.