The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers.

BACKGROUND AND AIMS: Children with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differing levels of SEN support relative to children of differing attainment levels without a formally recognized SEN and in relation to levels of social contact in class and teacher ratings of behaviour. SAMPLE: Three hundred and seventy-five 9- to 11-year-old children recruited from 13 classes in four mainstream primary schools in the south of England. Fifty-nine pupils had been identified as having a SEN, of which 17 had a statement of SEN. METHOD: Pupil sociometric questionnaires provided a range of peer relations measures and the extent of meaningful contact with peers. Pupil behaviour was rated by teachers using the Pupil Behaviour Rating scales. Analyses examined differences in peer relations measures, pupil behaviour, and meaningful contact across different levels of educational need. RESULTS: Compared to pupils without SEN, pupils with a statement of SEN had lower levels of peer acceptance, fewer reciprocated friendships, and were less integrated into peer groups. While internalizing behaviours, such as social anxiousness and anxiety, and externalizing behaviours, such as aggression and hyperactivity, were related to peer relations measures, frequency of meaningful contact with peers was more predictive of peer relations measures than either SEN status or behaviour. CONCLUSION: Findings point to the crucial role of meaningful social contact in the classroom for children's relationships with peers. The study advances understanding by highlighting that greater opportunity for meaningful social contact may improve social involvement of, as well as enhance academic outcomes for, pupils with SEN educated in mainstream schools.

Sex differences in the structure and stability of children's playground social networks and their overlap with friendship relations.

Gender segregated peer networks during middle childhood have been highlighted as important for explaining later sex differences in behaviour, yet few studies have examined the structural composition of these networks and their implications. This short-term longitudinal study of 119 children (7-8 years) examined the size and internal structure of boys' and girls' social networks, their overlap with friendship relations, and their stability over time. Data collection at the start and end of the year involved systematic playground observations of pupils' play networks during team and non-team activities and measures of friendship from peer nomination interviews. Social networks were identified by aggregating play network data at each time point. Findings showed that the size of boy's play networks on the playground, but not their social networks, varied according to activity type. Social network cores consisted mainly of friends. Girl's social networks were more likely to be composed of friends and boys' networks contained friends and non-friends. Girls had more friends outside of the social network than boys. Stability of social network membership and internal network relations were higher for boys than girls. These patterns have implications for the nature of social experiences within these network contexts.