Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Abstract

Emotional and behavioural problems have marked adverse effects on school engagement and student performance. While previous studies have investigated the transition from primary to secondary school, middle to high-school transitions are not well-documented. Therefore, this qualitative study focuses on teachers charged with special needs classes in middle schools to identify their difficulties in supporting the career decisions of students with social, emotional, and behavioural difficulties. The study participants consisted of 18 teachers from special needs classes in Japanese middle schools. We identified three themes concerning teachers’ experiences: difficulties in determining students’ future trajectories, difficulties in collaborating with stakeholders, and teachers’ considerations of what is important. The findings suggest that the stigmas associated with social, emotional, and behavioural difficulties interfere career path choices of such students. Therefore, future studies about these students are essential for supporting career path-related decision-making among the teachers, students, and parents.