An exploration into the educational experiences of high achieving young people entitled to free school meals

Janda, Tara Kaur (2022). An exploration into the educational experiences of high achieving young people entitled to free school meals. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Research has consistently demonstrated the importance of academic success, as measured by gaining five GCSEs at grades nine-four (formally known as A*-C), on positive life outcomes and access to higher education (Hayward et al., 2014; Jerrim, 2022). However, research has consistently highlighted that children and young people accessing free school meals (FSM) are less likely to academically achieve compared to their non-FSM peers (Hutchinson et al., 2020). As a response to this gap, the Pupil Premium funding was developed to support school professionals to raise the attainment of pupils including those accessing FSM. To date, limited research has been conducted to explore young people accessing FSM who are considered to be high achievers’ educational experiences.

This research aimed to explore the facilitating and hindering factors of academic achievement in young people accessing FSM. Participants were five pupils in year 10 or 11 and semi-structured interviews were used to gain the views of participants. Data was analysed inductively and deductively. Inductive analysis used reflexive thematic analysis to develop key themes from the participants’ views. These themes were then deductively analysed and applied to Bronfenbrenner’s ecological model (Bronfenbrenner, 1979) to attempt to understand the systemic factors influencing academic achievement for children accessing FSM.

The results indicated that a range of multi-systemic factors influence academic achievement in young people accessing FSM whilst considered to be high achievers. Facilitating factors influencing academic achievement included positive relationships with staff, parents and peers, having access to home and school resources, young people’s positive attitudes towards education and learning, effective teaching practices and young people spending time away from learning. Conversely, hindering factors influencing academic achievement included lack of positive relationships with school staff, a lack of adequate home resources and environment, the covid-19 pandemic and subsequent restrictions, academic pressures, lack of interest in a subject and ineffective teaching practices and school policies. The implications arising from the findings are also discussed in relation to the school professionals and the role of the educational psychologist.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):