I loved my time at Sheffield and particularly loved studying Education, being able to learn from both the lecturers and my coursemates. I was so excited to find a course that combined the theory of Education with the practical element of being able to conceptualise our knowledge and learning on placement. 

My placement in second year was definitely a highlight of my time at University, working with secondary students who had complex mental health needs and other additional needs, on a farm in the Peak District. It was such a valuable experience to work with the staff and observe their strategies for supporting the students. I found it particularly interesting to work with students who were unable to attend school for a number of reasons, a group commonly called ‘school refusers’. When choosing the topic for my dissertation, I knew it was going to be an extensive piece of work and so it was very important to me that I chose something I was both interested in and passionate about. The notion of ‘school refusal’ was, and still is, a topic prevalent in the media. I therefore found it interesting to read the portrayal presented in the media whilst working with students struggling themselves. A large part of my research centred around the language employed in the ‘school refusal’ discourse alongside exploring possible causes and what can be done in the future to support this growing group of students. I conducted interviews with the staff and I am very grateful for their time, and the stories and thoughts they had to share.