“We should be thinking and treating these children as children who are experiencing trauma.” A sequential qualitative design exploring the experiences in school of children who are criminally exploited, and the potential role of the Educational Psychologist.

  • Chizzy Chapman

Student thesis: Doctoral ThesisDoctor of Educational Psychology (DEdPsy)

Abstract

Exploitation is not a new problem faced by children and young people (CYP). Exclusion from school has been
identified as a trigger point, a time where risk of significant harm increases, yet the educational experiences of
CYP who are criminally exploited (CCE) are not well understood. There is even less understanding of the role
of the Educational Psychologist (EP) in supporting this group of CYP.
This research explored the experiences of school staff working with CCE in education and then consider the
potential role of the EP. A sequential qualitative methodology was selected. Phase one involved semistructured interviews with school staff to explore the experiences in education of CCE. Phase two involved a
focus group with EPs to present and discuss the themes from these semi-structured interviews with school
staff to discuss the potential role of the EP. Reflexive Thematic Analysis was chosen to analyse phases one and
two of this research.
CCE were discussed as having difficult experiences in education, experiencing suspension, exclusion, and
moving to different provisions, including alternative provisions and pupil referral units (PRUs). CCE were
struggling to attend and to express aspirations. School staff were working in increasingly pressurised systems
with reduced access to support services, such as child and adolescent mental health services(CAMHS). Support
offered to school staff was inconsistent and only in response to safeguarding concerns rather than focused
upon staff wellbeing. Within these pressurised systems, it can be difficult to find the time and resources to
develop a clear understanding of CCE, including their special education needs and disability (SEND). The
language used has been hypothesized to feed into difficulties supporting CYP due to linking this group of
children with criminality rather than trauma and exploitation.
This research recommends using child first language within education, ‘CYP affected by exploitation’. Other
practical considerations are also recommended, including that Designated Safeguarding leads (DSLs) need
regular supervision to support the emotional demands of working with children facing trauma. There are clear
roles for the EP in facilitating and developing a shared understanding of CYP needs and providing supervision
to the adults supporting CYP affected by exploitation.
Date of Award5 Dec 2023
Original languageEnglish
Awarding Institution
  • University of Bristol
SupervisorRob Green (Supervisor)

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