Advocating and Conceptualising Sense of School Belonging for Children and Young People with Down’s Syndrome: The Views and Perspectives of Parents

Moors, Isobel (2025) Advocating and Conceptualising Sense of School Belonging for Children and Young People with Down’s Syndrome: The Views and Perspectives of Parents. Doctoral thesis, University of East Anglia.

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Abstract

There is currently a lack of research exploring what contributes to the sense of school belonging (SOSB) for children with Down’s syndrome (DS) from a parental perspective. This study explores how parents of children with DS advocate and conceptualise SOSB, as well as exploring its significance in school selection and the factors which influence it. In total, nine parents participated, and semi-structured interviews were used. Data was analysed using a reflexive thematic analysis to answer four research questions. Parents conceptualised SOSB as being related to their children having equitable experiences, feeling known and valued, and being familiar with the school environment. Some parents discussed the idea that the concept of SOSB is complex and individualised, meaning individual differences must be considered. For most parents, SOSB was an important factor when selecting a school for their child with DS. For some parents, SOSB was deemed as central importance, whereas for other parents it was a more implicit factor. Other factors were raised which affected school choice, such as staff attitudes as well as parents own worry and anxiety. Most parents shared that they considered a range of schools for their child with DS. The current study also explored the factors that parents believe influence their child's SOSB. Facilitators included relationships and social interactions (with staff and peers), inclusive classroom adaptations, school ethos, extracurricular activities, the role of the parent and the child’s own attributes and skills. Whereas barriers included lack of classroom adaptations, inaccessibility to extracurricular activities, difficulties with parental involvement and lack of understanding and support for individual needs. These findings have implications for children with DS, their parents, school staff and Educational Psychologists. These findings have also been discussed in relation to the preparing for adulthood framework. Limitations and future considerations have also been raised.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	06 Oct 2025 10:47
Last Modified:	06 Oct 2025 10:47
URI:	https://ueaeprints.uea.ac.uk/id/eprint/100638
DOI:

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