Exploring parental experiences of emotionally based school avoidance: using interpretative phenomenological analysis

Shah, Zara Tabasum (2024). Exploring parental experiences of emotionally based school avoidance: using interpretative phenomenological analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Emotionally based school avoidance (EBSA) is a term that has evolved over time and is used to describe a child’s non-attendance to school as a result of emotional factors. There has been a greater focus on school absence and reintegration following the reopening of schools after the partial school closures, between March 2020 to March 2021, due to Covid-19 Pandemic. This research aims to explore parental perspectives of their children’s experience of emotionally based school avoidance, since parents are important stakeholders who may be able to support the understanding of a child’s attendance difficulties and assist in their return to school. Interviews were conducted with three mothers and one father of secondary school aged children, using a semi-structured interview guide. Interpretative Phenomenological Analysis (IPA) was used to analyse data. This involved following the seven stages of IPA, where Personal Experiential Themes (PETs) were constructed for individual participants before Group Experiential Themes (GETs) across participant accounts were formed. The five GETs were: Understanding and Meeting Special Educational Needs, Sacrifice and Loss, Impact on Health, Battle for Support and Power Imbalance. Implications for educational psychologists, school staff and parents are discussed. The key messages which emerged from this research include the importance of trust in building relationships with parents, the impact of power imbalances between school staff and professionals on parents and the difficulties that poor communication can cause.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):