Supporting the Educational Experiences and Well-being of Young Carers (YCs) – Perspectives from School Designated Young Carer Leads

Milldown, Isabelle (2023) Supporting the Educational Experiences and Well-being of Young Carers (YCs) – Perspectives from School Designated Young Carer Leads. Doctoral thesis, University of East Anglia.

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Abstract

This study explored the perspectives of school Designated Young Carer Leads (DYCLs) with regards to their practice in identifying and supporting YCs. The purpose of the study was to provide insight into the current practice of DYCLs, with the aim of identifying good practice, as well as highlighting what the potential barriers may be to supporting YCs. Data was gathered using semi-structured interviews and analysed using reflexive Thematic Analysis (TA) (Braun & Clarke, 2022). Three themes were identified through this process: ‘Knowledge and Awareness of Young Caregiving’, ‘A Family-centred Approach’ and ‘Promoting YC’s Sense of Belonging’. The findings highlighted the importance of raising awareness of YCs across CYP, families and school staff, to support the identification of YCs. The findings also emphasised the need to work collaboratively with YCs and their families, through adopting a person-centred approach, and the need to promote YC’s sense of belonging within school settings through acknowledging YCs in school and through a relational and nurturing approach. This study adds to the current evidence-base which indicates that schools are situated in a prime position to identify and support YCs. The need for more schools to identify and support YCs is emphasised within participants narratives. Recommendations for future research are discussed, alongside the implications and potential of the EP role in supporting schools and YCs.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	19 Oct 2023 07:32
Last Modified:	19 Oct 2023 07:32
URI:	https://ueaeprints.uea.ac.uk/id/eprint/93369
DOI:

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