There is a scarcity of research that considers the role of school for children who have relocated... more There is a scarcity of research that considers the role of school for children who have relocated because of domestic violence and abuse. In spite of this, the impact on school age children is well evidenced and can have severe longlasting implications for a child in their ecosystem (CAADA, 2014;. This research used qualitative methodology and a social constructionist perspective underpinned by Bronfenbrenner's bioecological theory to investigate how children 7 -10 years experienced school when they had relocated because of domestic violence and abuse. Data was collected from five children using vignettes and drawings. Four Deputy Head Teachers, one Inclusion Manager and five Educational Psychologists were interviewed using a semi-structured interview. Thematic Analysis was used to analyse the accounts of children and school professionals. The findings showed children felt under threat in the classroom and playground. They used strategies to selfprotect and self-care at school and actively sought support from adults and peers to aid their resiliency. Children experienced complex emotions linked to school relocation. They described loss, sadness and frustration as well as the benefits of relocation related to renewed feelings of safety. School professionals reported social, emotional, behavioural and academic needs for children. They used individual, group, whole school and borough wide approaches to support children affected by domestic violence and abuse despite facing barriers related to the secrecy surrounding this social construct, role and resource restrictions. The findings of this study have direct implications for supporting children and families who have been affected by domestic violence and abuse as well as THE ROLE OF SCHOOL FOR CHILDREN WHO HAVE RELOCATE 4 4 education, health and social care professionals working with them. Implications for educational psychology practice are discussed.
There is a scarcity of research that considers the role of school for children who have relocated... more There is a scarcity of research that considers the role of school for children who have relocated because of domestic violence and abuse. In spite of this, the impact on school age children is well evidenced and can have severe longlasting implications for a child in their ecosystem (CAADA, 2014;. This research used qualitative methodology and a social constructionist perspective underpinned by Bronfenbrenner's bioecological theory to investigate how children 7 -10 years experienced school when they had relocated because of domestic violence and abuse. Data was collected from five children using vignettes and drawings. Four Deputy Head Teachers, one Inclusion Manager and five Educational Psychologists were interviewed using a semi-structured interview. Thematic Analysis was used to analyse the accounts of children and school professionals. The findings showed children felt under threat in the classroom and playground. They used strategies to selfprotect and self-care at school and actively sought support from adults and peers to aid their resiliency. Children experienced complex emotions linked to school relocation. They described loss, sadness and frustration as well as the benefits of relocation related to renewed feelings of safety. School professionals reported social, emotional, behavioural and academic needs for children. They used individual, group, whole school and borough wide approaches to support children affected by domestic violence and abuse despite facing barriers related to the secrecy surrounding this social construct, role and resource restrictions. The findings of this study have direct implications for supporting children and families who have been affected by domestic violence and abuse as well as THE ROLE OF SCHOOL FOR CHILDREN WHO HAVE RELOCATE 4 4 education, health and social care professionals working with them. Implications for educational psychology practice are discussed.
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