A case study of a student support team in a post primary school and its role in the provision of a whole school guidance programme

The overall aim of this case study was to investigate the nature, scope and function of a Student Support Team in a rural Irish post-primary school and its role in the provision of a Whole School Guidance Programme (DES 2014; DES 2017). This investigation took the form of a single case study that examined the phenomenon of a Student Support Team from the perspective and experience of its members (Yin 2009). In recent years, the personal, social and emotional wellbeing of students has become a priority and this case study is set against a backdrop of national policy and practice (DES 2013; DES 2018; NEPS 2010). Following a review of literature, an interpretivist paradigm was employed using semistructured interviews to gather data from six members of the Student Support Team including Guidance Counsellors, a deputy principal and teachers (Cohen et al. 2011). The data was coded and analysed using a six-step thematic analysis method (Braun and Clarke 2013). The research findings identify that the Student Support Team plays an integral role in the Whole School Guidance framework. However, the delivery of a Whole School Guidance programme in a post primary school requires a high level of commitment from senior management and understanding from the wider school community. The findings also highlight the need for a more structured approach to the formation and execution of a Student Support Team. The team primarily supports a small cohort of vulnerable students. Team members require ongoing and relevant Continuous Professional Development to meet the requirements of these students. Finally, a number of recommendations are put forward to inform policy, practice and research.