Primary school staff's views and experiences of working with children of imprisoned parents/carers: A case study exploration.
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| Title: | Primary school staff's views and experiences of working with children of imprisoned parents/carers: A case study exploration. |
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| Authors: | Hanrahan, Rachel (AUTHOR) |
| Source: | Educational & Child Psychology. Jul2026, Vol. 43 Issue 1, p68-83. 16p. |
| Subjects: | Parent imprisonment, Primary schools, Curriculum change, Information sharing, Individual development, Educational psychology, Employee training |
| Abstract: | Aim/s: This research aimed to develop understanding of the needs of primary aged children of parents/carers in prison (CoPiP) in schools and contribute to the knowledge base on current school support in England. Method: A single case study design was employed. Semi-structured interviews were conducted with five members of staff (four teaching and one pastoral) in one English mainstream primary school and analysed using Reflexive Thematic Analysis. Findings: Participants perceived that some CoPiP experienced academic, attendance, and emotional or behavioural challenges, although such changes were not universal. Some children were also described as seeking connection and reassurance from adults in school. CoPiP were supported through curriculum adaptations, time with adults, and considering the wider family. Information sharing between staff within school was viewed as both a means of current support and an area requiring improvement. Finally, staff training was viewed as a way that support could be strengthened. Limitations: The study is limited by a small sample size and the researcher's insider position. Conclusions: The heterogeneous needs of CoPiP highlight the importance of flexible, person-centred support. Findings emphasise the value of a graduated approach where an assess-plan-do-review approach is used to tailor support to individual needs, as well as the potential role of Educational Psychologists in fostering understanding and collaborative, ecosystemic practice to support outcomes such as attendance. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim/s: This research aimed to develop understanding of the needs of primary aged children of parents/carers in prison (CoPiP) in schools and contribute to the knowledge base on current school support in England. Method: A single case study design was employed. Semi-structured interviews were conducted with five members of staff (four teaching and one pastoral) in one English mainstream primary school and analysed using Reflexive Thematic Analysis. Findings: Participants perceived that some CoPiP experienced academic, attendance, and emotional or behavioural challenges, although such changes were not universal. Some children were also described as seeking connection and reassurance from adults in school. CoPiP were supported through curriculum adaptations, time with adults, and considering the wider family. Information sharing between staff within school was viewed as both a means of current support and an area requiring improvement. Finally, staff training was viewed as a way that support could be strengthened. Limitations: The study is limited by a small sample size and the researcher's insider position. Conclusions: The heterogeneous needs of CoPiP highlight the importance of flexible, person-centred support. Findings emphasise the value of a graduated approach where an assess-plan-do-review approach is used to tailor support to individual needs, as well as the potential role of Educational Psychologists in fostering understanding and collaborative, ecosystemic practice to support outcomes such as attendance. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2026.43.1.68 |
