Exploring Young Carers’ Experiences of Education

Abstract

Background The term young carer is relatively new but a focus on young carers in policy and legislation within the United Kingdom has highlighted the need to identify and work with young carers. Though definitions of the term ‘young carer’ and the exact number of young carers across the country vary considerably by study, there is beginning to be an increase in young carer research. The current research sought to find out about the educational experiences of school age young carers, an area which has little information which focuses specifically on the United Kingdom and its education system. Methods Four participants were part of the current research, all of whom met the set criteria that they needed to be a young carer of school age. Two of the participants attended primary schools, with the other two attending secondary schools. Semi-structured interviews were carried out with each participant online. Findings were explored through the use of Interpretative Phenomenological Analysis. Findings Three superordinate themes were identified from the analysis: protective factors, adversity and the impact of caring and, lastly support through education. Conclusions All of the young carers spoke positively about school and they could identify what support they thought would help them the most in school as a young carer. The findings are discussed in relation to previous young carer research and psychological theories which underpin the current research. There are suggestions for future practice and implications for the work of Educational Psychologists, particularly in relation to the work Educational Psychologists carry out in conjunction with young carers, schools and families.