The experiences of adoptive parents with their children’s education: an interpretative phenomenological analysis

Clarke, Alice 2020. The experiences of adoptive parents with their children’s education: an interpretative phenomenological analysis. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

Research suggests that adopted children often experience challenges in school, including cognitive, social, emotional and behavioural difficulties, usually due to adverse pre-adoption experiences. Other research suggests that schools sometimes hold misconceptions about the needs of adopted pupils. Parents play a mediating role in their children’s education through their interactions with schools, so this study sought to investigate the lived experiences of adopted parents concerning their children’s education. The study used an interpretative phenomenological analysis framework. Semi structured interviews were conducted with six adoptive mothers. All had at least one adopted child of primary school age, who had attended a school in the UK for at least one term following their adoption. The transcripts were notated, analysed and interpreted using the steps suggested by Smith, Flowers and Larkin (2009). Five participants reported overwhelmingly negative experiences with schools, while one participant reported a more positive experience. Six superordinate themes were identified: ‘Every school is different’; ‘Transitions’; ‘Parents taking action’; ‘Learning’; ‘The power of people’; and ‘IMPACT!’. Each of these contained several subordinate themes. Several conclusions were drawn from the data. First, the variety of experiences reported suggests that schools across England and Wales vary in their recognition and support of adopted children. Second, most participants in this study felt ignored by schools and needed to fight to have their children’s needs met. Third, it became clear how strongly individuals within schools can alter the educational experiences of adoptive families, both positively and negatively. Finally, a clear message from all participants was the impact that their children’s school experiences had on life at home, and vice versa. The main implication was that schools need greater support to recognise, understand and meet the needs of adopted children. Educational psychologists are in a strong position to facilitate this.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit:	28 July 2020
Last Modified:	17 Mar 2021 02:28
URI:	https://orca.cardiff.ac.uk/id/eprint/133758

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