Therapeutic Education or Legitimate Student Support?

This work concerns the Therapeutic Education Debate in relation to supporting learners in further education in the UK. The work addresses concerns in Furedi''s (2003) ''Therapy Culture'' and Ecclestone and Hayes’ (2009) work ''The Dangerous Rise of Therapeutic Education'' which critiqued ''the therapeutic ethos'' in education. According to Furedi (2003) the ''illegitimate importation'' of therapeutic techniques into schools colleges universities and workplaces ‘fails to improve emotional well-being and distracts teachers from their main educative roles as facilitators of learning and assessment in favour of a diminished and welfarist approach to teaching and learning’ (p vii). This is claimed to be so widespread throughout UK education that it is considered hegemonic. This Research investigates the validity of these claims with a focus upon further education (FE) in London and examines how far a sample of FE teachers use therapy and other supportive techniques to maintain an inclusive approach in their practice and to support learners to achieve their learning outcomes. The study includes learners'' evaluations of teachers'' interventions and recommendations for effective student support.