‘But what do I do in the classroom?' Early career teachers navigating social, emotional and mental health in primary and secondary schools: A constructivist grounded theory study

Within the United Kingdom (UK), the rising prevalence of social, emotional, and mental health (SEMH) needs among children and young people (CYP) is a growing concern. Consequently, the responsibility placed on educational staff to support these needs contributes to increasing pressures within the profession and affects teacher retention, particularly among early career teachers (ECTs). Despite a government initiative aimed at ECTs implemented in 2021, there remains limited research exploring how ECTs experience and navigate the responsibility of supporting CYP’s SEMH needs. This exploratory research adopted a constructivist grounded theory (GT) methodology to explore ECTs’ interpretations of their experiences in supporting CYP’s SEMH needs. Additionally, the research highlights implications for the role of educational psychologists (EP) in assisting ECTs in this area. Semi-structured interviews were conducted with six ECTs: four working in primary and two in secondary school settings. Using constant comparative analysis, eight conceptual categories were identified: recognising the complex and diverse needs and experiences of CYP; identifying, categorising and labelling; responding to CYP’s individual needs; the importance of relationships and support systems; ‘Pulled in many different directions’; learning is continuous; building personal resilience and envisioning a preferred future for professional practice. Through the integration of data analysis and a review of pertinent literature, a conceptualised grounded theory model was developed entitled “But what do I do in the classroom?” Bridging theory to practice: A toolkit for ECTs supporting CYP’s SEMH. The developed toolkit provides a novel framework to assist ECTs with responding to SEMH. It offers flexibility and relevance across educational roles, making it a versatile resource for both individual practitioners and external educational professionals. The findings emphasise the importance of bridging the gap between theory and practice for teachers new to the profession. For this shift to be effective, it must be underpinned by high-quality, ongoing professional development that equips ECTs with a deeper understanding of SEMH - including how it manifests beyond behaviour to impact learning, skill development, and overall wellbeing. Implications for educational practice include the importance of schools fostering safe, reflective environments where ECTs feel supported, and for teacher training programmes to better prepare new teachers for the realities of responding to SEMH needs in the classroom. The role of EPs is also considered, particularly in supporting ECTs through consultation and systemic work. Limitations and directions for future research are discussed highlighting areas for further exploration to strengthen support for ECTs working with CYP with SEMH needs.