School reintegration following inpatient mental health hospitalisation: The perspectives of children, young people and parents

Fance, Sara (2023) School reintegration following inpatient mental health hospitalisation: The perspectives of children, young people and parents. Doctoral thesis, University of East Anglia.

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Abstract

This qualitative research aimed to retrospectively investigate CYP’s experiences of successful school reintegration following time spent in a mental health unit. Helping CYP reintegrate into education successfully can be challenging for adults supporting these CYP, particularly if CYP do not receive appropriate support after they leave the unit (Tougas et al., 2023). Using a multiple case study design, semi-structured interviews were conducted in four case studies to gather the views of CYP who had successfully reintegrated into education and the parents of those CYP. The study aimed to highlight the under-researched voices of CYP and their parents by uncovering their school reintegration experiences. The study also aimed to consider if anything supported their school reintegration and what could have been improved about their experiences. Following analysis of interview data using Reflective Thematic Analysis (Braun & Clarke, 2021), themes were identified for each individual case study reflecting participants’ unique experiences and perspectives. A cross-case thematic analysis of coded data highlighted common yet nuanced perspectives across cases, resulting in four themes: ‘Individual and family factors’, ‘Supporting relationships’, ‘Inclusive education’ and ‘Wider system factors’. The findings and discussion provide insight into the school reintegration experiences for CYP and their parents, highlighting the factors that supported their successful reintegration and those that could be improved for future school reintegration. The implications of the findings for the practice of EPs, LAs, and school staff in supporting CYP and their parents/carers with school reintegration are considered. The strengths and limitations of the study are also discussed, alongside recommendations for future research to inform the professional practice across systems further.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	01 Nov 2023 14:27
Last Modified:	01 Nov 2023 14:27
URI:	https://ueaeprints.uea.ac.uk/id/eprint/93528
DOI:

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