Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525176
Title: A case study of the perceptions of young carers based on their high school experiences
Author: Stainsby, Sarah
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2010
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Abstract:
This study explored adolescent young carers' perceptions of their school experiences in relation to their caring role and their views on how schools can be supportive. Despite recent local and national priorities on vulnerable children and the Every Child Matters agenda, the author is aware of a dearth of research by educational psychologists (EPs) in relation to the impact of 'caring' on education. It was felt that research in this area is highly relevant and will be able to inform the local authority of ways in which they can better support this vulnerable group. This study was conducted from a critical realist stance and employed a mixed methods design. The sample consisted of nineteen young people identified as young carers, who are providing 'significant or substantial care to another family member who is disabled, physically or mentally ill, or who has a substance misuse problem'. Participants were aged between eleven and seventeen years and were recruited from a young carer's project in the North of England. Seventeen young carers participated in a computer-based questionnaire designed to explore pupil attitudes to school and themselves as learners. Two young carers were interviewed individually and two focus groups were conducted involving seven young carers in each group. Data was analysed using exploratory analysis and thematic analysis. This study found that many participants referred to negative experiences of school and some referred to positive experiences. Many participants provided insights into the conflict they experienced between their role as a pupil and their role as a carer. Many participants identified practical ways in which schools could support young carers including academic and emotional support; inclusive practices in relation to accessibility to school opportunities; support for attendance; and contact with home.
Supervisor: Not available Sponsor: Not available
Qualification Name: Not available Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.525176  DOI: Not available
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