An exploration of how students with Down syndrome experience basic psychological need satisfaction in Irish mainstream class settings

Abstract

Background and Aim: Self-Determination Theory posits that all individuals have inherent tendencies toward growth and development as well as a vulnerability to maladaptive functioning. Within social contexts such as schools, certain psychological nutrients – namely, autonomy, competence, and relatedness – are needed to support this propensity toward adaptive functioning, and to promote students’ well-being, engagement, and motivation. The aim of this study was to explore how students with Down syndrome experience basic psychological need satisfaction in mainstream primary schools. Methodology: Underpinned by Basic Psychological Needs Theory, this study used an explanatory multiple case study design to explore students’ experiences of autonomy, competence, and relatedness. Each case consisted of a student with Down syndrome in a mainstream class, their class teacher, Special Needs Assistant, and classmates. Alongside semi-structured interviews, techniques based upon Personal Construct Psychology were used to gather qualitative data. An adapted version of the Basic Psychological Needs in the Classroom Scale was utilised to explore the perceived classroom climate in relation to need satisfaction. Results: Descriptive analysis, pattern-matching, and reflexive thematic analysis were used to analyse the data. Within-case patterns were first explored. Thereafter, a cross-case synthesis of findings was conducted. Across both cases, students’ perceptions of need satisfaction were associated with feelings of enjoyment and engagement in school. Need frustration was associated with disengagement and negative affect. Themes relating to autonomy included the provision of choice and the need for structure. Themes pertaining to competence included providing support, adapting and accommodating, and the challenges of mainstream. Themes associated with relatedness included being part of the school community and developing relationships. Conclusion: The study addresses an identified research gap by exploring the unique perceptions and experiences of students with Down syndrome in relation to basic psychological need satisfaction in mainstream schools. The implications of the findings for future practice, research, and policy in the field of educational psychology are discussed.