The family-school connection : perspectives of young children who attend the Learning Support Centre, and their families’

Abstract

This research study aimed to explore the relationship between family and school for five families whose young children were excluded from mainstream school and who now attend the Learning Support Centre. Using the mosaic approach as a framework for listening to children together with in-depth interviews with three parents and multi-family therapy format sessions, as a way of bringing the families together, this study makes use of narrative inquiry to construct the narratives of these children and their families. The complex mental health issues and social and emotional difficulties presented by the children are part of broader dynamics belonging to their ongoing historical family life experiences which may be traumatic. The findings suggest that mainstream schools are ill-equipped to face the challenging task of working with children and families with complex needs and that the fragmentation of the system adds to the families’ struggles. Additionally, the need for schools to adopt a trauma-informed therapeutic stance when working with families with complex needs was highlighted. Proposals for policy and practice included prioritisation of staff wellbeing, support and training, the introduction of a trauma-informed educational practice and multi-family therapy for families with complex needs in all mainstream schools. The need to strengthen a joint systems approach between schools and mental health services for children and families was also highlighted. Fundamentally, all the children and their families are asking for is a different approach to education where the curriculum has compassion, kindness, trust and safety embedded in its ethos.