Facing the nightmare or living the dream? ‘Possible selves’ of pupils at specialist SEMH provision or at risk of exclusion

Aims: ‘Possible selves’ theory is a framework for understanding how we visualise our futures and how we are motivated to achieve goals. The aim of this study was to explore possible selves of pupils either at risk of exclusion or who attend specialist provision for social, emotional and mental health needs. Specifically, whether and how their possible selves, and plans to attain these, differ from pupils without such needs or across different types of school setting. Method: Pupil views were obtained through semi-structured interviews. Data were coded and qualitative themes identified. Quantitative data was derived using a transformation process and analysed to explore group differences. Findings: Pupils at risk of, or who had experienced exclusion, expressed possible selves with less motivational capital and fewer strategies to attain goals, than pupils who had not been excluded. This pattern was also seen across school contexts, with pupils in mainstream provision expressing possible selves with more motivational capital and more concrete strategies to attain goals, than those attending specialist provision. Limitations: Data on additional needs of participants was not gathered; however, this is discussed in the context of pupils vulnerable to exclusion. Further, data formed part of a wider, qualitative study and thus draws on a small sample size. Exploration can be made, however, as to representation of themes across groups and how this relates to existing research. Conclusions: There are differences in the motivational capital of possible selves expressed by pupils attending different educational settings and their strategies for attaining these.