The mothers’ perspective on being blamed for children’s non-attendance at school

Abstract

Background and aims: Research shows that mothers get disproportionately blamed for their child’s persistent absence from school, even when fathers have equal parental responsibility. This blame takes many forms, including legal threats and sanctions, as well within research literature and directly from professionals to mothers and their children. Literature indicates that the blaming occurs regardless of the underlying causes and is often impossible to avoid. This thesis therefore aims to explore the reasons behind the persistent absence, from the mothers’ perspective, as well as what impact being blamed has on mothers. Methodology: A qualitative methodology was used to gain a rich picture of the participants’ connection to this topic. Further, this project worked from a transformative paradigm, with the view that the research might be of some benefit to those who took part and within a wider context. Twelve guided interviews were conducted with mothers who felt blamed for their child’s absence from school. The data was analysed using Reflective Thematic Analysis, with a reflective style being used throughout the research process. Analysis: Six themes were identified from the data. These were: 1) “I do think there seems to be a tendency towards this mother blame”; 2) “The real problem is in your building and with your staff”; 3) “I’m gonna run out in traffic then. I can’t do this”; 4) “It was almost a full-time job”. Warrior mothers; 5) “Going round and round in circles”. Mothers have no power; 6) “The system doesn't recognise the pressure that it puts on parents”. Discussion: The findings indicate that mothers could be viewed as scapegoats for an education system that promotes social inequality, and values data-based success, over emotional safety. Three key findings have been identified. These are: 1) children are telling us school are not safe places, by their avoidance; 2) school teaches how to become a worthwhile citizen: to be an obedient robot; 3) blaming the mothers discredits and disarms the group best equipped to challenge the system. When considering these findings alongside previous research, this study concludes mothers are being blamed and punished, for attending to emotion, both their own and that of their child.

Date of Award	6 Jan 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Terry Hanley (Supervisor) & Laura Winter (Supervisor)