Children with complex medical conditions and their school experiences – A tentative model

Abstract

This article is part of a larger scale UK-based research project focused on experiences and expectations of children with complex medical conditions and their families, and it focuses specifically on school experiences and expectations of children with complex medical conditions (CMC).The aim of the study was to develop an understanding of how children with CMC experience schooling, and to identify practical steps that can be taken to improve outcomes for children with CMC.The sample included three children with CMC and four parents of children with CMC. Data were gathered through semi-structured interviews and analysed using a grounded theory approach.A tentative model around the child’s experience of school was produced, which alludes to the influence and interaction of various systems, namely school, peers, medical professionals, and intrinsic features of the child. It appears that these systems can strongly affect either a vicious or a virtuous cycle of development for the children with CMC, with continued success or difficulty leading to an increased likelihood of future similar performance if no changes to these systems are made. Practical implications of this tentative model are explored, including what could be done to fill gaps in children’s educational provision, especially in considering the role educational psychologists could play in the context of the current national and international climate.