An IPA study into the experiences of children and young people with a parent in prison and the adults who support them

McGovern, Elenya Kim (2025). An IPA study into the experiences of children and young people with a parent in prison and the adults who support them. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

There are an estimated 192,912 - 312,000 children with a parent in prison in England and Wales. Children impacted by parental imprisonment (CIPs) often experience an increased risk of adversities compared to children without a parent in prison including future offending, reduced school attainment, school non-attendance, mental health difficulties, externalising behaviours, and anti-social behaviour. Despite this, there is no formal process of identification or support for these children. School staff have reported feeling frustrated and unsuccessful in supporting CIPs. The main challenge of supporting this group in schools is the lack of identification, which is made harder by the attached stigma and judgement for offenders and their families within society. This thesis explored the experiences of a young person impacted by parental imprisonment and the experiences of adults who support children in schools. This study employed multi-perspective interpretative phenomenological analysis (IPA) to explore how individuals from two sub-samples made sense of their experiences of parental imprisonment. Semi-structured interviews were conducted with each participant, transcribed, and analysed using IPA. The following personal experiential themes were identified from the young person’s experience: ‘Everyone Knows Everything’, ‘Relationships Above All Else’, ‘Building Resilience’ and ‘Time: The Chapters in her Life’. From the adult sample, ‘Psychological Impact of Parental Imprisonment’, ‘Knowing and Sharing Information’ and ‘Systemic and Structural Factors’ were the themes abstracted. Overlapping themes included the importance of relationships in supporting CIPs, and particularly the importance of honesty and trust between CIPs and adults. The study contributes to limited qualitative literature into the experiences of CIPs and adults who support these children in schools. The study outlines implications for schools and educational psychologists and their role in advocating for, and creating safe, welcoming environments for CIPs.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):