Exploring the Narratives of Two Parents of Autistic Young People Who Have Experienced Extended School Non-Attendance and Subsequently Reintegrated into an Educational Setting

Extended School Non-Attendance (ESNA) is an interest within current research owing to the increased prevalence and recognised impact on the lives of children and young people (CYP). It is proposed that autistic CYP are more likely to experience ESNA; research highlights a range of individual, school, social and home influences that may increase the likelihood of ESNA for autistic CYP unless they are appropriately supported. This support includes quality multi-agency working where appropriate as well as collaboration with, and support for, parents/caregivers. Recent qualitative research involving parents highlights the emotional impact of their child’s ESNA as well as barriers to their child’s attendance and home-school collaboration. However, such research does not solely focus on parents of autistic CYP.

Using narrative research methods, this research explores the narratives of two parents of autistic females who experienced ESNA during secondary school before successfully reintegrating back into education. Using Narrative Orientated Inquiry (Hiles et al., 2009), and including analytical approaches proposed by Lieblich et al. (1998), the identity positions of each participant are considered, including how their identities may intertwine with their child’s during ESNA, and their overarching narratives are summarised (Holistic-Content). Categorical-Content analysis subsequently highlighted narratives suggesting a range of influences on their child’s ESNA (such as peer relationships, mental health needs, sensory needs and inappropriate and inflexible staff practice) and their subsequent reintegration to a setting (being believed, inclusive staff practice, listening to the voice of the child, a flexible timetable and support from other services). Through these stages of analysis, and Holistic-Form analysis, the emotional experiences of the participants are also illuminated. Participants spoke of their child’s distress as well as their own frustrations, worry and eventual relief. The strengths and limitations of the research, and implications for school staff and educational psychologists, are discussed.