The journey to a functional tics diagnosis and experiences of post diagnostic support: perspectives from adolescents and their parents

Disability and Rehabilitation, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 12

Published: March 17, 2025

Background In 2020, clinical services noted an unexpected increase in functional tic disorders, which coincided with the timing of COVID-19 pandemic. Evidence suggests that symptoms and disorders have a significant impact on family functioning child parent quality life. However, little is currently known tics (FTs) diagnosis adolescence, both young person their family.

Language: Английский

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Understanding the parental experience of emotional barriers to school attendance: a systematic literature review

Educational Psychology in Practice, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21

Published: March 21, 2025

Language: Английский

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Connected Belonging: A relational and identity‐based approach to schools' role in promoting child wellbeing

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: March 24, 2025

Abstract With levels of mental health difficulties among young people rising and policymakers focusing on the state's role in promoting people's wellbeing, educational institutions have become positioned front line as key sites to identify implement wellbeing interventions. This paper draws a series policy analyses qualitative studies with educators, leading recognition for importance relational approach wellbeing. We outline case an identity‐based school support, arguing that this reflects novel point departure from largely individualistic reflected prevailing positions many countries Global North, including United Kingdom, Australia States. The advances original approach, which we call Connected Belonging , links identity‐building affirmation through strengthening students' sense belonging across different arenas their daily lives: school, social life, local community wider society. 's focus building connection these domains provides identity resources such trust validation, ultimately generating meaningful belonging. argue need find ways adapt current strategies schooling regimes ensure leaders space opportunity engage practice. Given clear between engagement life achievement, highlight, priority, directions counter impetus towards competition academic results instead foster collaboration broader notions success.

Language: Английский

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Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties

Neurodiversity, Journal Year: 2025, Volume and Issue: 3

Published: April 1, 2025

Evidence suggests that neurodivergent pupils are disproportionately impacted by school distress and attendance difficulties in mainstream schools the United Kingdom. Research on has predominantly consulted parents teachers neglected pupil voice. This qualitative, online interview study involved adolescents (n = 30; 11–16 years), who were currently experiencing difficulties, to understand their lived experiences. Using thematic analysis, interviews highlighted there was significant variability, but multiple factors such as sensory differences, uncertainty at school, social challenges, poor neurodiversity understanding a lack of an appropriate alternative schools, commonly coalesced create distress. The wide-ranging impacts extended far beyond attendance. young people did not feel current education system met needs. results contribute considering how best support schools. Lay Abstract There is UK crisis research particularly impacted. Neurodivergent can experience emotional more often than neurotypical peers this be associated with difficulties. mostly teachers, interviewed 30 11- 16-year-olds secondary all aim learning from frequent challenges awareness (to name few), could experiences, vary significantly between pupils. Some struggled get mornings others anxious evenings. self-harmed or experienced wellbeing Young understood supported, they viable school. approach we know impacting

Language: Английский

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The relationship between ‘school readiness’ and later persistent absenteeism

Royal Society Open Science, Journal Year: 2024, Volume and Issue: 11(6)

Published: June 1, 2024

Post-pandemic school absence is an increasing concern for governments worldwide. Absence associated with poor academic outcomes and long-term illness (physical mental). Absenteeism increases the risk of financial difficulties in adulthood involvement criminal justice system. We hypothesized that early childhood problems might be antecedent absenteeism. tested this hypothesis by investigating pre-pandemic association between readiness persistent absenteeism using a population-linked dataset. Analyses included 62,598 children aged 5–13 years from Connected Bradford database (spanning 2012/13 to 2019/20). Special educational needs status, English as Additional Language socioeconomic sex ethnicity were covariates significantly Children who not ‘school ready’ had increased odds being persistently absent later their education journey after controlling these covariates. School was even greater over two or more years. These findings show (i) seeds are sown childhood; (ii) shows hallmark structural inequities; (iii) potential readiness’ measures identify at disengagement

Language: Английский

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Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties

Published: May 3, 2024

Purpose: The UK has an attendance crisis in mainstream schools and evidence suggests that it disproportionately impacts neurodivergent pupils. Research on school distress predominantly consulted parents teachers neglected the voice of Methods: This qualitative, online interview study involved adolescents (n=30; 11-16 years), who were currently experiencing difficulties, to ask how why pupils they experience difficulties. Results: Using thematic analysis, interviews highlighted there was significant variability lived experiences, but multiple factors such as sensory differences, uncertainty at school, social challenges, poor neurodiversity understanding, a lack alternative, commonly coalesced create distress. wide-ranging extended far beyond challenges attending school. young people did not feel current education system met their needs. Conclusion: research provides first-hand insights into difficulties from are these real-world issues. results contribute considering best approach is impacting

Language: Английский

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Sociodemographic trends in special educational needs identification in Wales

British Educational Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 18, 2024

Abstract In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational (SEN) under previous system. Our study reveals analysis linked Welsh education and health data on SEN identification learners mainstream settings born between 2002/3 2008/9. Using longitudinal multilevel modelling, we explore (i) is (ii) whether there evidence social patterning identification. We find that 48% those year were at some point during their schooling years. Furthermore, when controlling for health‐related variables, are Wales more male, White, from a deprived background, lower school attendance, had not experienced breastfeeding later academic year. Taken together, findings suggest influenced by child's context. The thus underscores critical importance examining relationship socioeconomic, environmental biological factors identification, urging comprehensive cross‐organisation approach enhance outcomes diverse needs. It also highlights need follow‐up unfolding trends as ALN becomes fully implemented integrated over coming

Language: Английский

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Secondary school students’ perspectives on supports for overcoming school attendance problems: a qualitative case study in Germany

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: July 29, 2024

Introduction School attendance problems (SAPs) affect both the education and development of young learners. There is a need to better understand what supports are needed overcome prevent SAPs from students’ perspectives. The aim current study explore perspectives on challenges they faced, perceived as helpful in overcoming their pathways towards completing education. Method We conducted interviews with students ( n = 9) local comprehensive school (Stadtteilschule) city-state Hamburg Germany. Students were final year before obtaining certificate that qualifies them for possible admission post-secondary Data was analyzed using qualitative content analysis. Results Findings show experienced complex associated emotional distress, negative experiences, reduced well-being. Our findings point common protective mechanisms perceptions helped SAPs. key drivers located within social contexts, including personal resilience, supportive relationships at school, environment. Discussion Based views, we present model illustrates interconnectedness function risk factors moving across ecological systems highlight how these areas can guide prevention intervention support successfully transitioning into multiple pathways.

Language: Английский

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