A Narrative Oriented Inquiry into emotionally based school avoidance: hearing the voices of young people and their parents
Further reading
Abstract
The majority of research into Emotionally Based School Avoidance (EBSA)
has sought the views of adults and professionals, meaning the current
understanding of the phenomenon is largely shaped by adult interpretations
(Baker & Bishop, 2015). An emerging research base has begun to explore
the pupil and parent voice regarding their experiences of EBSA and their
perceptions of the future, however, this base is limited and predominantly
utilises semi-structured data collection methods, therefore, potential depth and
detail in the accounts of this vulnerable group is minimised.
The present study used an adapted version of Hiles and Cermák’s (2008)
model of ‘Narrative Oriented Inquiry’ (NOI) to explore the stories told by young
people and their parents in relation to their individual experiences of EBSA,
and their perceptions of the young person’s future. Guided narrative interviews
(Jovchelovitch & Bauer, 2000), supported by a visual life path tool (Wilson et
al., 2007), were undertaken with two secondary-aged young people and three
parents, all of whom were experiencing EBSA at the time of the research.
A broad approach to analysis was adopted, informed by the exploratory
research questions. Narratives were analysed using Lieblich, Tuval-Mashiach
& Ziber’s (1998) holistic-form analysis, used to consider the narrative plot lines
(Gergen & Gergen, 1986) and the overall form of the stories; and categorical content
analysis to explore themes interpreted within the stories.
Participants reflected upon the pupil’s transition to secondary school, where
the young people experienced a deterioration in their mental health and
emotional wellbeing. Key themes were interpreted within the narratives in
relation to their experiences of EBSA: difficult emotions and poor mental
health; negative perceptions and influences of the school environment; poor
school connectedness; the importance of peer relationships and family
interactions; parents feeling unheard and blamed. Further key themes were
interpreted in relation to the perceptions of the young person’s future:
academic aspirations; hopes to re-engage in education; understanding the needs of the young person; the importance of emotional-regulation and selfmanagement;
and hopes for positive peer relationships.
The research has implications for current practice when supporting young
people exhibiting EBSA and their families for LAs, Educational Psychologists
and secondary settings, including enhancing school connectedness,
relatedness, autonomy and competence; providing training and
psychoeducation to support young people and parental awareness of SEMH
and EBSA; potential development of an EBSA pathway to support professional
understanding and consistency in response; and using pupil voice and person centred
approaches to support academic aspirations. Areas for future
research are also highlighted
