Morgan, Julia ORCID: https://orcid.org/0000-0001-6218-7593 and Leeson, C. (2015) How can schools support children who experience the imprisonment of a parent or close relative? Every Child Journal, 5 (1). pp. 20-26.

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Abstract

Many children face the experience of a parent, sibling or other close relative being sent to prison every year and it has been estimated that approximately 200,000 children had a parent in prison in England and Wales in 2009 (Williams et al 2012). Children who experience a parent spending time in prison, are more likely than any other group of children to face significant disadvantages including increased poverty rates; an increase in caring responsibilities; an increase in being bullied; a decrease in school attendance and attainment; increased mental health problems and an increase in the risk of offending (Gill & Morgan, 2013). As a consequence, children with a parent in prison may require additional support and provision from statutory services including their school (Morgan et al, 2013b). However, what is apparent is that when support is offered from statutory services it is predominantly focused on children who are considered to be at risk. Children who present as ‘just getting on with it’ or ‘not causing too much trouble’ are generally not offered any services, meaning that they are often left to deal with difficult emotions and complex home situations without adequate emotional support. This can not only have a negative impact on their mental health and wellbeing but also their behaviour in school and, as a consequence, their academic progress.

Item Type:	Article
Uncontrolled Keywords:	Children of prisoners; school support
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM) Faculty of Education, Health & Human Sciences > Health & Society Research Group
Last Modified:	14 May 2019 16:02
URI:	http://gala.gre.ac.uk/id/eprint/23670

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