Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents, carers, children and young people.

Lancaster Institute for the Contemporary Arts

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https://doi.org/10.1080/0142569042000292743
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Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents, carers, children and young people. / Broadhurst, Karen E.; May-Chahal, Corinne A.; Paton, Helen.
In: British Journal of Sociology of Education, Vol. 26, No. 1, 01.01.2005, p. 105-119.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Bibtex

@article{1347df056dd94c51bbd3ad6dfd809f42,

title = "Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents, carers, children and young people.",

abstract = "The aim of this study was to identify and re-present the experiences and views of a sample of children who have been 'missing' from education, and those of their parents/carers. Access to this hard to reach population has been possible as a result of an innovative interventionist tracking system, responding to pupil mobility, developed by the Education Authority in the fieldwork area. Semistructured interviews were conducted with parents/carers, children and young people with the aim of obtaining a demographic profile of families and eliciting a chronology of factors that participants saw as contributing to a child going missing from school systems. Three distinct life-course groups emerged from participants' accounts illustrating different degrees of disengagement from external systems. The authors conclude with a discussion of the different challenges each life-course group presents, for education policy and practice.",

author = "Broadhurst, {Karen E.} and May-Chahal, {Corinne A.} and Helen Paton",

note = "50% contribution RAE_import_type : Journal article RAE_uoa_type : Social Work and Social Policy & Administration",

year = "2005",

month = jan,

day = "1",

doi = "10.1080/0142569042000292743",

language = "English",

volume = "26",

pages = "105--119",

journal = "British Journal of Sociology of Education",

issn = "0142-5692",

publisher = "Taylor and Francis Ltd.",

number = "1",

}

RIS

TY - JOUR

T1 - Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents, carers, children and young people.

AU - Broadhurst, Karen E.

AU - May-Chahal, Corinne A.

AU - Paton, Helen

N1 - 50% contribution RAE_import_type : Journal article RAE_uoa_type : Social Work and Social Policy & Administration

PY - 2005/1/1

Y1 - 2005/1/1

N2 - The aim of this study was to identify and re-present the experiences and views of a sample of children who have been 'missing' from education, and those of their parents/carers. Access to this hard to reach population has been possible as a result of an innovative interventionist tracking system, responding to pupil mobility, developed by the Education Authority in the fieldwork area. Semistructured interviews were conducted with parents/carers, children and young people with the aim of obtaining a demographic profile of families and eliciting a chronology of factors that participants saw as contributing to a child going missing from school systems. Three distinct life-course groups emerged from participants' accounts illustrating different degrees of disengagement from external systems. The authors conclude with a discussion of the different challenges each life-course group presents, for education policy and practice.

AB - The aim of this study was to identify and re-present the experiences and views of a sample of children who have been 'missing' from education, and those of their parents/carers. Access to this hard to reach population has been possible as a result of an innovative interventionist tracking system, responding to pupil mobility, developed by the Education Authority in the fieldwork area. Semistructured interviews were conducted with parents/carers, children and young people with the aim of obtaining a demographic profile of families and eliciting a chronology of factors that participants saw as contributing to a child going missing from school systems. Three distinct life-course groups emerged from participants' accounts illustrating different degrees of disengagement from external systems. The authors conclude with a discussion of the different challenges each life-course group presents, for education policy and practice.

U2 - 10.1080/0142569042000292743

DO - 10.1080/0142569042000292743

M3 - Journal article

VL - 26

SP - 105

EP - 119

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 1

ER -

Research

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