Introduction

This chapter considers the emotional impact, and the subsequent consequences, that may arise when working with a student who is struggling or at risk of failing a placement. The chapter begins by asking readers to engage in a series of reflective exercises that focus on motivations for becoming a practice educator, and to consider their own educational experiences, and personal and familiar attitudes towards learning. Readers are also invited to consider previous experiences of failing, as this is the first step towards successfully working with and helping students develop. The chapter goes on to document research studies that highlight the range of strong, uncomfortable and difficult emotional responses that may emerge when practice educators are confronted with a struggling or potentially failing student. The emotional processes at play will be explored using a range of theories, notably transactional analysis, Karpman’s drama triangle and projective identification. Overall, the chapter seeks to encourage engagement and reflection on the emotional environment that is inherent in all practice teaching relationships and understand the emotional dynamics that come to the fore when a student is struggling in the placement.

Failing

The word ‘failing’ is emotive, and is often imbued with deep negativity. All of us will have experienced ‘failure’; we will have failed at something in our lives, or indeed have been failed by something or someone. A starting point is to consider our thoughts and feelings about working with a potentially struggling or failing student.

Reflective exercise 3.1: Initial feelings

• • How would you feel about working with a student who might struggle or go on to fail a placement?

• • What do you think would be the challenges in working with a struggling student?

• • Would you consider taking on a student who had previously failed a placement?

It is important to acknowledge any anxieties that arise when considering your responses to these questions.