Returning to Mainstream School Following an Acquired Brain Injury: Two Case Studies with Multiple Perspectives on the Barriers and Facilitators to a Sense of School Belonging.
Barber, Maura Louise (2023), Doctoral thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.
Existing research emphasises the importance of a sense of school belonging (SoSB) for children's social emotional mental health.
Given the importance of a SoSB for typically developing children, it is likely to also contribute to the successful reintegration of children returning to school after an acquired brain injury (ABI).
Yet, there is currently a paucity of research in this area. Moreover, despite a recognised need to take a systemic approach when supporting children, research that has focused on the school reintegration process following paediatric ABI has typically only elicited the views of either children, their parents or educational professionals.
The current research aimed to address these gaps by using a multiple case study design to explore children's perceptions of factors affecting their SoSB when returning to mainstream school after an ABI, and how these relate to the perceptions of key adults in the systems around them.
Semi-structured interviews elicited the views of two 6-year-old children, who sustained an ABI in reception, their parent/s and key school staff.
Reflexive Thematic Analysis conducted both across and within cases identified a range of themes including the importance of fitting into the school community, home-school collaboration and ongoing support beyond the reintegration period.
Findings showed many of the perceived barriers and facilitators to be highly nuanced and case specific, highlighting the need for schools to take an individualised approach when fostering a SoSB for children with ABI.
Findings further emphasised the need for schools to assess the demands being placed on parents during the transition process to support familial adjustment and ensure collaborative working. Implications for both policy and practice are discussed in light of these results.
The researcher also proposes a 'framework for thinking' tool for professionals to utilise to foster a SoSB for children with ABI in mainstream schools.