Engaging with parents' voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools

Abstract

AbstractThe return to school following the significant disruption to education during the COVID‐19 pandemic presents challenges for students, teachers, and parents. In the English context, education leaders have expressed serious concerns about the significantly increased levels of anxiety and school absenteeism among students of all ages, particularly those with special educational needs (SEND). This article reports on the findings of a study with 10 parents of children with neurodiversity, anxiety, trauma, and attachment difficulties. The parents' views were solicited using innovative participatory tools, such as Community Asset Mapping, Blob Trees, and Unfinished Sentences, over the course of a year. The use of these tools is particularly significant as it introduces a novel approach to gathering insights in this field. The parents proposed various ways for teachers and schools to develop more inclusive practices for children with SEND. These suggestions are organised under the categories of Children, Parents, and Processes.