Exploring school connectedness amongst Black secondary school aged students and their parents and the implications for Educational Psychology practice in the North East

Abstract

This thesis explores Black children's and parents' experiences of school connectedness and the implications for Educational Psychology practice. Chapter 1: A thematic synthesis review was conducted using eight studies which explored Black Children and Young People's experiences of school connectedness. The synthesis suggested that experiences of school connectedness were most likely to be associated with a complexity of individual, relational, school, and societal factors, which influenced their trust in school and, in turn, experiences of connectedness to the school. Additionally, a tension between school connectedness and Racial-ethnic identity was also experienced by some Children and Young People, which seemed to be influenced by the Racial-ethnic demographics of their school. The need for further research to explore school connectedness within the UK context was highlighted. Chapter 2: The rationale for the project was discussed, as well as the link between the systematic literature review and the empirical project. This included philosophical considerations related to a thematic narrative analysis methodology and ethically important moments. Chapter 3: An empirical project was conducted to explore Black children and parents based in the North-East of England's experiences of school connectedness and the implications for Educational Psychology Practice. Interviews with Black children and parents about their experiences of school connectedness were conducted, which was analysed using thematic narrative analysis. The interviews were analysed using Critical Race Theory and explored through concepts such as mattering. A focus group was then facilitated with Educational Psychologists to understand their perspectives after listening to Black Children and parents' experiences of school connectedness which were analysed utilising thematic narrative analysis. Findings involved changes in EP's perspectives when working with Black children, parents, and schools and considerations about the EP role when engaging in systemic working. Limitations of the study are also discussed. Chapter 4: A reflective account of the research process and considerations of changes in thinking resulting from engaging in the project are discussed. Implications for the research, as well as implications for my own practice, are also reflected.