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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.
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]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Primary school staff's views and experiences of working with children of imprisoned parents/carers: A case study exploration.
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  Data: <searchLink fieldCode="AR" term="%22Hanrahan%2C+Rachel%22">Hanrahan, Rachel</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jul2026, Vol. 43 Issue 1, p68-83. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Parent+imprisonment%22">Parent imprisonment</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br /><searchLink fieldCode="DE" term="%22Information+sharing%22">Information sharing</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+development%22">Individual development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+training%22">Employee training</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.53841/bpsecp.2026.43.1.68
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 68
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      – SubjectFull: Parent imprisonment
        Type: general
      – SubjectFull: Primary schools
        Type: general
      – SubjectFull: Curriculum change
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      – SubjectFull: Information sharing
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      – SubjectFull: Individual development
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      – SubjectFull: Educational psychology
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      – SubjectFull: Employee training
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      – TitleFull: Primary school staff's views and experiences of working with children of imprisoned parents/carers: A case study exploration.
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              Text: Jul2026
              Type: published
              Y: 2026
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