There are approximately 312,000 Children with Imprisoned Parents (CWIPs) in the United Kingdom (Kincaid et al., 2019). A more accurate figure is currently unknown as there is no formal identification process within the Criminal Justice System [CJS], Education or Health. This results in CWIPs being positioned as ‘hidden’, ‘forgotten’ and ‘invisible’ (Argent, 2013; Glover, 2009; Knudsen, 2016; Morgan et al., 2014). Research has shown that CWIPs are more likely to experience adverse outcomes in relation to future offending, mental health and school success compared to their peers (Glover, 2009; KCSIE, 2022; Raikes, 2013; Murray & Farrington, 2008). The limited literature across Europe suggests that schools are best placed to support CWIPs (Gampell, n.d.; Long et al., 2019; Raikes, 2013; Robertson, 2012; Shaw et al., 2021). Yet it is reported by school staff that they need more support to be able to respond in an informed way (Gampell, n.d.). This study aimed to explore how four members of school staff from schools in the North of England made sense of CWIPs and their families, and how this influenced the way they construct their role and the support that is provided in school.
Focus Groups and Reflexive Thematic Analysis (RTA) (Braun & Clarke, 2022) were utilised to develop themes in relation to the constructions developed by the participants and researcher. Several themes in relation to the dominant socio-cultural narratives which may permeate the way CWIPs/their families are made sense of by school staff were constructed. Further themes were developed which highlighted how these potential narratives influence how school staff construct their unique role and the support they provide, when working with CWIPs/their families. Suggested implications for schools, Educational Psychologists (EPs) and policy were explored, including recommendations for future research.
