ABSTRACT

The research aimed to investigate if drug misuse is an indicator and predictor of barriers to mainstream schooling and school exclusion. The objectives were to determine the extent of the barriers to mainstream schooling and to elicit and report the caregiver’s experiences of their child’s drug misuse and the impact it has had on them, their child and their child’s siblings. This research presents data drawn from face to face, semi-structured interviews with four caregivers of young people with multiple fixed-period and permanent exclusions from mainstream schools in England. The interviews were analysed using interpretative phenomenological analysis (IPA). IPA was chosen to understand how the homogenous sample made sense of their lived experiences. The study brings to the fore the complexities of families being able to access prompt support from education and health care professionals for their children and themselves as caregivers. The research includes critical messages for education and health professionals and policymakers, including the need to provide timely identification, assessment and response to underlying disabilities and mental health needs. The research also highlights the importance of training for education professionals, so they can understand, identify and respond to the multifaceted behaviours children present to enable the creation of inclusive and accessible learning environments and curriculum.

摘要

该研究旨在调查滥用毒品是否是主流教育和学校排斥障碍的指标和预测因素。目的是确定阻碍主流教育的障碍的程度，并引出并报告看护者对孩子滥用药物的经历及其对他们，孩子及其兄弟姐妹的影响。这项研究提供了从面对面，半结构化访谈中抽取的数据，这些访谈是对来自英格兰主流学校的多个固定期限和永久排斥的四个年轻人的照顾者进行的。使用解释现象学分析（IPA）对访谈进行了分析。选择IPA是为了了解同质样品如何理解他们的生活经历。这项研究突显了家庭的复杂性，他们能够从教育和医疗保健专业人员那里为他们的孩子和自己的照料者获得及时的支持。该研究包括对教育和卫生专业人员及政策制定者的重要信息，包括需要及时识别，评估和应对潜在的残疾和心理健康需求。这项研究还强调了培训教育专业人员的重要性，因此他们可以理解，识别和应对儿童所表现出的多方面行为，从而创造包容和可访问的学习环境和课程。该研究包括对教育和卫生专业人员以及决策者的重要信息，包括需要及时识别，评估和应对潜在的残疾和精神卫生需求。该研究还强调了培训教育专业人员的重要性，因此他们可以理解，识别和应对儿童所表现出的多方面行为，从而能够创造包容和可访问的学习环境和课程。该研究包括对教育和卫生专业人员及政策制定者的重要信息，包括需要及时识别，评估和应对潜在的残疾和心理健康需求。这项研究还强调了培训教育专业人员的重要性，因此他们可以理解，识别和应对儿童所表现出的多方面行为，从而创造包容和可访问的学习环境和课程。