Moving between Home and School, the Experiences of Children of Separated Parents; Discussions with Education Professionals

Autor/in	Kay-Flowers, Susan
Titel	Moving between Home and School, the Experiences of Children of Separated Parents; Discussions with Education Professionals
Quelle	In: Pastoral Care in Education, 39 (2021) 4, S.292-311 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kay-Flowers, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2020.1827283
Schlagwörter	Divorce; Family Problems; Marital Status; Elementary Schools; Secondary Schools; Parent School Relationship; School Role; Elementary School Students; Secondary School Students; Foreign Countries; Stress Variables; Student Needs; School Social Workers; Assistant Principals; Conflict; Specialists; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ehescheidung; Familienkrise; Familienstand; Elementary school; Grundschule; Volksschule; Sekundarschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sekundarschüler; Ausland; Social work in school; Schulsozialarbeiter; Principal; Principals; Stellvertretende Schulleitung; Konflikt
Abstract	Parental separation not only impacts on family relationships, it also has implications for a child's school life and opportunity to learn. However, there is little understanding of how children of separated parents navigate the relationship between home and school. This paper reports findings from discussions with education professionals in English schools about their experience of issues children of separated parents face as they move between home and school. Schools are seen as safe spaces where children who 'have less supportive home lives' can access support to promote their emotional wellbeing (DfE, 2018, p13). This study found staff in primary school tended to be knowledgeable about children's situations, whereas in secondary school, issues came to attention only when parent(s) contacted the school, or through achild's behaviour. Good parental communication was seen as significant in enabling children to move between home and school with ease. Where parental conflict 'spilled over' into schools, staff became aware of the child's situation but did not always feel able to provide appropriate support. If children wanted to talk about their family situation with someone in school, professionals thought they should have this opportunity but questioned whether staff had appropriate knowledge and skills. The paper considers ways in which staff might support these children through the introduction of awhole school approach, the new Relationships Education curriculum, small group work and work with parents. The framework for understanding children's accommodation of parental separation was considered auseful tool that could support this work (Kay-Flowers, 2019a). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01