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Experiences of Transition to Secondary School in the United Kingdom for Children with Cleft Lip and/or Palate: A Qualitative Study

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Title: Experiences of Transition to Secondary School in the United Kingdom for Children with Cleft Lip and/or Palate: A Qualitative Study
Language: English
Authors: Rachael Faulkner, Sian Trenchard, Catherine Taylor, Craig D. Murray (ORCID 0000-0002-0951-5700)
Source: Continuity in Education. 2021 2(1):109-120.
Availability: Ubiquity Press. Ubiquity Press Ltd, Unit 3N, 6 Osborn Street, London, E1 6TD, United Kingdom. Tel: +44 (0)2073230343; e-mail: editorial@ubiquitypress.com; Web site: https://www.ubiquitypress.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, Preadolescents, Student Adjustment, Student Experience, Self Concept, Social Environment, Coping, Self Disclosure (Individuals), Peer Relationship, Barriers, Student Needs, Well Being, Resilience (Psychology), Congenital Impairments, Normalization (Disabilities)
Geographic Terms: United Kingdom
ISSN: 2631-9179
Abstract: This study explored the secondary school transition experiences of children with cleft lip and/or palate (CL/P). Data were collected via semi-structured interviews and analysed using interpretative phenomenological analysis (IPA). Participants were recruited from a National Health Service (NHS) specialist cleft service covering a large geographical area in the United Kingdom. Six participants with CL/P (aged 11-12 years old) in their first 12 months following transition to secondary school were interviewed. Four themes describe participants' transition experiences: (a) managing and valuing difference: the impact on self-worth and identity; (b) managing and valuing difference within the social context; (c) disclosure and the process of informing others about CL/P; and (d) developing positive peer relationships. Children with CL/P experience several psychosocial challenges during the transition to secondary school. Professionals involved with working with and supporting these children (and their families), such as psychologists, school nurses or wellbeing staff, child psychiatrists, social workers, mental health nurses and paediatricians, should attend to these issues when preparing for this transition in order to foster resilience and adjustment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453837
Database: ERIC
FullText Text:
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  Data: Experiences of Transition to Secondary School in the United Kingdom for Children with Cleft Lip and/or Palate: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Rachael+Faulkner%22">Rachael Faulkner</searchLink><br /><searchLink fieldCode="AR" term="%22Sian+Trenchard%22">Sian Trenchard</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+Taylor%22">Catherine Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Craig+D%2E+Murray%22">Craig D. Murray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0951-5700">0000-0002-0951-5700</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Continuity+in+Education%22"><i>Continuity in Education</i></searchLink>. 2021 2(1):109-120.
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  Data: Ubiquity Press. Ubiquity Press Ltd, Unit 3N, 6 Osborn Street, London, E1 6TD, United Kingdom. Tel: +44 (0)2073230343; e-mail: editorial@ubiquitypress.com; Web site: https://www.ubiquitypress.com/
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 2631-9179
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  Data: This study explored the secondary school transition experiences of children with cleft lip and/or palate (CL/P). Data were collected via semi-structured interviews and analysed using interpretative phenomenological analysis (IPA). Participants were recruited from a National Health Service (NHS) specialist cleft service covering a large geographical area in the United Kingdom. Six participants with CL/P (aged 11-12 years old) in their first 12 months following transition to secondary school were interviewed. Four themes describe participants' transition experiences: (a) managing and valuing difference: the impact on self-worth and identity; (b) managing and valuing difference within the social context; (c) disclosure and the process of informing others about CL/P; and (d) developing positive peer relationships. Children with CL/P experience several psychosocial challenges during the transition to secondary school. Professionals involved with working with and supporting these children (and their families), such as psychologists, school nurses or wellbeing staff, child psychiatrists, social workers, mental health nurses and paediatricians, should attend to these issues when preparing for this transition in order to foster resilience and adjustment.
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  Data: EJ1453837
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      – Text: English
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        PageCount: 12
        StartPage: 109
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Preadolescents
        Type: general
      – SubjectFull: Student Adjustment
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      – SubjectFull: Student Experience
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      – SubjectFull: Self Concept
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      – SubjectFull: Social Environment
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      – SubjectFull: Coping
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      – SubjectFull: Self Disclosure (Individuals)
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Barriers
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      – SubjectFull: Congenital Impairments
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      – SubjectFull: Normalization (Disabilities)
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      – SubjectFull: United Kingdom
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