Emotional Barriers to School Attendance: Exploring Parent Experiences

Abstract

Thesis Abstract Background This thesis explores parents’ experiences of support when their child has encountered emotional barriers to school attendance (EBSA). School attendance difficulties are of increasing concern, especially following Covid-19, when school absence rates and childhood mental health difficulties have increased. The need for support related to EBSA is growing, prompting many local authorities (LAs) to create their own packages of support. Methods/participants A systematic literature review (SLR) explored the experiences of parents when their child has encountered EBSA. Systematic searching of research databases and quality appraisal identified nine papers to be included in the review. Data were analysed using thematic synthesis. An empirical study, using a case study approach, was conducted to explore the development of one LA’s approach to EBSA support. Semi-structured interviews were conducted with parents, school staff and members of the strategic group who created the EBSA guidance. Interview data were analysed using a combination of conventional and directed content analysis. Analysis/findings The findings from the SLR highlighted that there is a spectrum of experiences within the data and these experiences are influenced by the level of understanding of the child’s needs, parent and school interactions and the availability of individualised support. The findings from the case study provided further insight into parents’ experiences, highlighting further barriers and facilitators to support for the family when a child is experiencing EBSA. Themes included effective support to overcome barriers to attendance, barriers to support and pressure on the family. Conclusion/implications The research emphasises that professionals supporting children experiencing EBSA, including educational psychologists, need to work in partnership with parents to develop a shared understanding of EBSA to effectively support the child. Facilitators of support were identified which include equipping parents with information about avenues of support to enable them to advocate for their child and putting flexible, person-centred support in place for the child. Limitations and areas for future research are identified. A dissemination strategy for sharing findings is proposed, along with a discussion of the intended outcomes of this.

Date of Award	1 May 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Hannah Cartmell (Main Supervisor) & Clare Nuttall (Co Supervisor)