Dawkins, Lauren; (2025) Is There Room for Autonomy in Key Stage 4? Exploring the Dynamics Between Teachers and Pupils. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

This thesis explores how autonomy is experienced emotionally, relationally, and systemically by pupils and teachers in Key Stage 4 (KS4) education. Although autonomy is conceptualised within Self-Determination Theory (SDT) as one of the basic psychological needs (BPN) linked to motivation, wellbeing, and engagement, much of the literature continues to frame it as a formal offer of choice or voice. This study takes a different approach, focusing instead on how autonomy is felt, negotiated, and protected in school environments shaped by behaviour systems, accountability structures, and cultural expectations of compliance. The research used a qualitative, interpretivist design, drawing on semi-structured interviews with nine pupils and ten teachers. Data were analysed through reflexive thematic analysis, informed by Self-Determination Theory’s conceptualisation of autonomy alongside relationalsystemic perspectives. Rather than adopting SDT in its entirety, the study selectively used its account of autonomy as volition and self-endorsement to illuminate how autonomy is constructed within the emotional and relational framework of school life. It adds to existing literature by exploring both pupil and teacher perspectives in the high-pressure context of KS4, where autonomy is often constrained. Findings suggest that autonomy was rarely experienced as simple choice or independence. Instead, it appeared as a fragile, emotionally charged process shaped by trust, safety, and systemic pressures. For pupils, four superordinate themes were identified: autonomy was emotionally negotiated; it was promised but rarely realised; resignation replaced autonomy over time; and what remained of autonomy. For teachers, the themes were: autonomy was relationally negotiated; constrained by systemic demands; emotionally managed; and space was consciously held for pupil autonomy. The study offers a more situated and emotionally grounded understanding of autonomy, contributing to literature that foregrounds its relational and systemic dimensions. It also highlights the importance of relational credibility and emotional safety in fostering authentic autonomy in schools. Implications are discussed for educational psychologists, including the role of emotionally attuned consultation, leadership reflection, and system-level change.

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