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

Social, emotional, and behavioral difficulties (SEBD) significantly impact school engagement and academic performance in adolescents. While the transition from primary to secondary school has been studied, the middle to high school transition remains less documented, particularly for students with SEBD. This is a critical period, coinciding with puberty and increased social and emotional demands. Many countries have embraced inclusive education, yet the specifics of support for students with disabilities vary widely. In Japan, the transition to high school marks the end of compulsory education and is a crucial determinant of future employment prospects. While most students with special needs transition to high school, teachers play a vital role in guiding their choices, navigating the complex interplay of the student's needs, parental aspirations, and societal expectations. Students with SEBD may lack sufficient knowledge about high school options, struggle with decision-making, or have biased self-perceptions. Teachers must therefore provide appropriate information and support, but may encounter various challenges in doing so. This study addresses this gap by focusing on the experiences of Japanese middle school teachers supporting SEBD students' career paths.

Existing research highlights the adverse effects of SEBD on social relationships, functional impairments, and educational outcomes. Studies have primarily focused on the primary to secondary school transition in Western contexts, leaving the middle to high school transition in non-Western settings under-researched. Predictive factors for post-school outcomes in adolescents with SEBD, such as school completion, employment, and independent living, have been identified, but their practical application requires understanding the perspectives and practices of educators. This study aims to address this knowledge gap by exploring the experiences of teachers in Japan, a context with unique educational structures and cultural norms.

This cross-sectional qualitative study employed semi-structured face-to-face interviews with 18 special needs teachers in middle schools in Oita, Japan. Participants were selected using snowball and purposeful sampling, ensuring representation from both urban and rural areas. Inclusion criteria included teaching experience with middle school students with SEBD and prior experience in career guidance for these students. The 18 participants ranged in age from 24 to 62, with most in their 50s. Their experience in special needs education ranged from 1 to 19 years. The interviews, conducted in Japanese and lasting 34-98 minutes, explored teachers' difficulties in providing career guidance. Thematic analysis was used to analyze the interview transcripts, with two authors independently coding the data and reaching consensus on the final themes. Ethical approval was obtained, and informed consent was secured from all participants.

Three main themes emerged from the data analysis: 1. **Difficulties in Determining Students' Future Trajectories:** Teachers expressed significant uncertainty about predicting students' future academic and career paths due to the inherent complexities of SEBD and the limited options within the Japanese educational system. They felt considerable pressure to make the "right" decision, yet lacked the ability to confidently predict outcomes. The lack of options for students who struggle in regular high schools was a major concern. Teachers also worried about the reduced support students would receive after leaving the more structured environment of middle school. 2. **Difficulties in Collaborating with Stakeholders:** Teachers described challenges in collaborating with parents and students. Parental hopes for their children often focused on high school graduation and future employment, sometimes conflicting with realistic assessments of the students' abilities. Parental anxiety about their children's future was palpable. Teachers also faced difficulties in aligning their recommendations with students' wishes, particularly when students with low self-esteem held unrealistic aspirations. Societal stigmas surrounding disabilities and special needs education further complicated the situation, influencing parental decisions and limiting opportunities for students. 3. **Teachers' Considerations of What is Important:** Teachers stressed the importance of early career guidance, encouraging parents and students to consider future paths from an early stage. They emphasized the value of visiting potential high schools and workplaces to provide a more realistic understanding of available options. However, visits to special needs schools sometimes backfired when students compared themselves to peers with more severe disabilities and decided against that path. Teachers ultimately expressed deep concern for their students' long-term well-being and success beyond the confines of middle school.

This study's findings highlight the considerable challenges faced by Japanese middle school teachers in supporting students with SEBD as they navigate the transition to high school. The difficulties in determining students' future trajectories emphasize the need for more accurate assessment tools and a better understanding of the long-term impact of SEBD. The challenges in collaborating with stakeholders underscore the importance of open communication, shared decision-making, and addressing societal stigmas surrounding disabilities. The teachers' emphasis on early career guidance suggests that proactive interventions are crucial. This study's limitations should be considered: the focus solely on teachers' perspectives limits the understanding of the parents' and students' experiences, highlighting the need for future research incorporating their viewpoints. Addressing these limitations through mixed-methods research could provide a more comprehensive understanding of the factors that affect students with SEBD's career trajectories.

This study reveals the significant challenges faced by teachers in supporting the career paths of middle school students with SEBD in Japan. The lack of predictive certainty about students' future trajectories, difficulties in collaborating with stakeholders, and the pervasive societal stigma surrounding disabilities are major obstacles. Future research should incorporate the perspectives of parents and students, explore the effectiveness of early intervention strategies, and investigate the potential of addressing societal stigmas through public awareness campaigns and educational initiatives. Developing more effective support systems for teachers, incorporating training on culturally sensitive approaches to career guidance and collaboration, is crucial for improving outcomes for students with SEBD.

The study's primary limitation is the exclusive focus on teachers' perspectives. Future research should incorporate the viewpoints of students and parents to gain a more complete understanding of their experiences, challenges, and aspirations. The sample size, while sufficient for a qualitative study, might not be generalizable to all regions of Japan. Further research with larger and more diverse samples is needed to increase generalizability. The cross-sectional design limits the ability to track changes over time; a longitudinal study would provide valuable insights into the long-term effects of the support provided and the students' career trajectories.