Table 4 Themes and supporting categories

1. Tailored, enabling, enriching and relevant supports that enhance the child’s learning and social capital

a. Tailored (individualised^a, proactive^b)

b. Enabling (strengths-based^a, supports independence^a, supports the ability to make choices^a)

c. Enriching^a(more than language^a, beyond the classroom^a)

d. Relevant^c (supports that address issues of inclusion and exclusion^c and the development of social capital^c)

2. A sentient, safe, inclusive, emancipatory setting

a. Sentient (listening^b, noticing^b)

b. Safe^c (to make mistakes^c, explicit expectations^c, consistent responses^c)

c. Inclusive (diversity as valued^c, presuming competence^c)

d. Emancipatory (democratic^c, power and control^c)

3. To be able to connect, participate, self-manage and be heard

a. Connect & participate^a (friendship skills^a, negotiating entry^{c d} contributing in class^c)

b. Understand (people^{c d}, rules^c)

c. Self- manage (awareness of own needs and feelings, able to self-regulate^d, able to seek support^b, strategies for survival^c)

d. Have a voice (speaking up & speaking out^d, influencing^d)

4. The needs of the child as central in a humane and collaborative network

a. Needs-led (aims^b, resource allocation^b)

b. Humane (ethic of caring^b)

c. Collaborative (equality in relationships^b,shared responsibility^b)

e. Network: (professional autonomy^b, responsive^b, blurred roles and boundaries^d)