Engaging with parents’ voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools.

Shaw, Tricia

Abstract

The return to school following the significant disruption to education during the COVID-19 pandemic presents challenges for students, teachers, and parents. In the English context, education leaders have expressed serious concerns about the significantly increased levels of anxiety and school absenteeism among students of all ages, particularly those with special educational needs (SEND). The paper reports on the findings of a study with ten parents of children with neurodiversity, anxiety, trauma, and attachment difficulties. The parents' views were solicited using innovative participatory tools, such as Community Asset Mapping, Blob Trees, and Unfinished Sentences, over the course of a year. The use of these tools is particularly significant as it introduces a novel approach to gathering insights in this field. The parents proposed various ways for teachers and schools to develop more inclusive practices for children with SEND. These suggestions are organised under the categories of Children, Parents, and Processes.

Citation

Shaw, T. (online). Engaging with parents’ voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools. Support for Learning, https://doi.org/10.1111/1467-9604.12494

• Journal Article Type: Article
• Acceptance Date: Aug 7, 2024
• Online Publication Date: Sep 24, 2024
• Deposit Date: Aug 8, 2024
• Publicly Available Date: Sep 25, 2026
• Print ISSN: 0268-2141
• Electronic ISSN: 1467-9604
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1111/1467-9604.12494
• Keywords: Neurodiversity; Parents’ voice; Pupil anxiety
• Public URL: https://hull-repository.worktribe.com/output/4785732