Primary school staff’s views and experiences of working with children of imprisoned parents/carers: a case study exploration

Hanrahan, Rachel (2024). Primary school staff’s views and experiences of working with children of imprisoned parents/carers: a case study exploration. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Parent/carer imprisonment (PI) is classed as an adverse childhood experience (ACE) and there are estimated to be over 100,000 children in the United Kingdom (UK) experiencing PI at the time of writing. There is a vast body of international research which has highlighted associations between PI and adverse outcomes/impacts, such as anti-social behaviour (e.g., Ruhland et al., 2020), poor mental health and wellbeing (e.g., Davis & Shlafer, 2017), and negative school related outcomes including school non-attendance or withdrawal, low academic achievement, fighting and truancy (e.g., Bell et al., 2023; McCauley, 2020; Trice & Brewster, 2004). Some research has also found negative outcomes to extend into adulthood (e.g., Huebner & Gustafson, 2007; Murray & Farrington, 2005). Education settings are viewed as having a key role in supporting children of parents/carers in prison (CoPiP) (Roberts & Loucks, 2015; Tuite, 2016) and there is some local authority (LA) and charity guidance on how schools can support this group. To date, limited research has explored the needs of children of CoPiP in school and what support is currently available to them in UK educational settings.

This current study explored mainstream primary school staff’s views on how CoPiP present in school, current practice for supporting and responding to these pupils in school, and what further support is perceived to be needed. A case study design was adopted, with the research taking place in one mainstream primary school in the Northwest of England. Individual semi-structured interviews were conducted with five staff members in this setting which were analysed inductively using reflexive thematic analysis (RTA). Findings indicated that some CoPiP are perceived to experience challenges in school, specifically academic difficulties, poor school attendance, and emotional and behavioural challenges. CoPiP were also viewed to seek increased adult connection in school, and it was also cited that challenges or adverse changes are not always apparent. In terms of current school practice, CoPiP were found to be supported through various means in the case school; considering and adapting the curriculum, time with adults who they can connect with, as well as offering individualised, flexible support and extending support to the wider family. Information sharing with and within school was viewed as both a means of current support and where improvement was desired. Finally, staff training was spoken of as a way that support could be strengthened. The implications for professional practice and further research are considered in this paper.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):