UK Parents Research Articles

영국 학부모정책의 동향 및 시사점: 학부모 참여 활성화 및 책무성 강화를 위한 학부모정책

This study analyzed recent trends in UK parent involvement policies to draw implications for parent policies in South Korea. A comprehensive literature review revealed four key areas. First, while the UK has long encouraged parental involvement, recent discussions have increasingly centered on strengthening parental accountability. Second, the UK emphasizes the shared responsibilities of schools, students, and parents, as outlined in family-school agreements. Third, the UK's School Governing Bodies act as major decision-making bodies, while parent councils facilitate effective communication between schools and parents, and PTAs encourage active voluntary parental participation. Finally, the UK’s parent policies clearly define the roles, powers, and responsibilities of parents through systematic legal frameworks. Based on these findings, this study proposes enacting 「The Family and School Partnerships for Student Education Act」 and introducing the School-Parent Agreement system in Korea.

Balancing key stakeholder priorities and ethical principles to design a trial comparing intervention or expectant management for early-onset selective fetal growth restriction in monochorionic twin pregnancy: FERN qualitative study

ObjectivesAs part of the FERN feasibility study, this qualitative research aimed to explore parents’ and clinicians’ views on the acceptability, feasibility and design of a randomised controlled trial (RCT) of...

Leisure-time physical activity and transitions into and through parenthood

ABSTRACT This study provides a novel figurational sociological examination of transitions into and through parenthood and its impact on leisure time physical activity (LTPA). Drawing on the qualitative findings of an online survey completed by 218 UK parents (n = 186 female, n = 32 male), we show how the initial transition into parenthood was associated with a general decline in LTPA participation. This was typically accompanied by decreases in parents’ capacity to derive the pleasurable excitement, tension, and sociability they previously experienced when being more active. As their offspring got older, many parents were better able to re-engage in LTPA and valued family-based leisure for fun, social activities that provided a site for building family bonds. Our evidence emphasises the continued – but often overlooked – importance of Elias and Dunning’s (2008) work on the quest for excitement in leisure, and how engagement in LTPA can help parents and other participants to meet a socially conditioned psychological need for sociability and mental refreshment through the generation of pleasurable tension or excitement.

IDF23-0518 Screening for paediatric type 1 diabetes – A qualitative study exploring UK parents' views' [Elsa-1 Study]

IDF23-0518 Screening for paediatric type 1 diabetes – A qualitative study exploring UK parents' views' [Elsa-1 Study]

How Do Health Visitors and Parents Interact in the UK Child Health Clinics around Infant Weight in the Context of Overweight and Obesity: An Interpretative Research Study

Background. In 2020, figures estimated that 39 million preschool children worldwide, experienced overweight or obesity. Global prevalence has almost tripled in the last 40–50 years. The number of preschool children impacted makes it severe enough to be one of the most serious public health challenges for the 21st century, which could be addressed during infancy, for improved short‐ and long‐term health outcomes. Objective. Research in a local Trust providing health visiting services in the northeast of England aimed to describe and interpret the interaction between UK parents and health visitors around infant weight (0–2) in delivering the UK Healthy Child Programme. Methods. The research paradigm was social construction, and interpretative phenomenology enabled the interpretation of experiences of self and everyday situational encounters or participants lived experiences. The research applied theoretical perspectives of hermeneutic phenomenology and symbolic interactionism. Purposive sampling recruited 14 parents and 20 health visitors, and 4 focus groups and 8 semistructured interviews were completed. Data analysis was thematic. Findings. Interaction between health visitors and parents around infant weight was complex. Assumptions were made, and the interaction was open to misinterpretation. This impacted the integrity of the conversation. Managing infant weight was superseded by other public health needs of parents. There was no obvious approach to assessment of infant weight that might be exceeding normal growth centiles, whole family approaches, or risk assessment. Infant weight remained an emotive subject for parents and health visitors, and this governed how it was addressed. Conclusion. While existing research has emphasised that infant weight is a sensitive issue to raise with parents, this research is unique, providing detailed implications for UK health visitors and recommendations for future management of infant weight within the UK Healthy Child Programme. Findings are transferrable to other public health professionals communicating with infants and parents in the management of infant weight.

Who Is Best Placed to Support Cyber Responsibilized UK Parents?

The UK government responsibilizes its citizens when it comes to their cyber security, as do other countries. Governments provide excellent advice online, but do not provide any other direct support. Responsibilization is viable when: (1) risk management activities require only ubiquitous skills, (2) a failure to manage the risk does not affect others in the person's community. Cybersecurity fails on both counts. Consider that parents and carers are effectively being responsibilized to educate their children about cybersecurity, given that young children cannot be expected to consult and act upon government advice. Previous research suggests that UK parents embrace this responsibility but need help in keeping up to date with cybersecurity 'best practice'. In this paper, we consider a number of possible sources of parental advice, and conclude that support workers would be best placed to support parents in this domain. We then carried out a study to gauge the acceptability of this source of help. We find that parents would be willing to accept advice from this source, and suggest that cybersecurity academics be recruited to train support workers to ensure that they have current 'best practice' cybersecurity knowledge to impart to parents.

The effect of the COVID-19 pandemic on UK parent experiences of pregnancy ultrasound scans and parent-fetal bonding: A mixed methods analysis.

Companionship in antenatal care is important for facilitating positive parental experiences. During the COVID-19 pandemic, restrictions on partner attendance at fetal ultrasound scans were introduced nationally to minimise transmission of the virus. This study aimed to explore the effect of these restrictions on maternal and paternal experiences of pregnancy scans and evaluate their potential effect on parent-fetal bonding. A UK-wide, anonymous cross-sectional survey was completed by new and expectant parents (n = 714) who had, or were awaiting a pregnancy scan during the COVID-19 pandemic. The CORE-10 and an adapted version of the Prenatal Attachment Inventory were used to evaluate psychological distress and prenatal bonding. Additional survey questions captured parental experiences of scans. Separate statistical and thematic analyses of the data were undertaken. A joint display matrix was used to facilitate integration of quantitative and qualitative claims to generate a comprehensive interpretation of study findings. When fathers did not attend the scan, feelings of excitement and satisfaction were significantly reduced (p<0.001) and feelings of anxiety increased (p<0.001) in both parents. Mothers were concerned about receiving unexpected news alone and fathers felt excluded from the scan. Mean paternal bonding (38.22, SD 10.73) was significantly lower compared to mothers (47.01, SD 7.67) although no difference was demonstrated between those who had attended the scan and those who had not. CORE-10 scores suggested low-to-mild levels of psychological distress, although the mean difference between mothers and fathers was not significant. Key themes described both parents' sense of loss for their desired pregnancy scan experience and reflected on sonographers' central role in providing parent-centred care during scans. Restrictions on partner attendance at scans during the COVID-19 pandemic had a negative effect on parental experiences of antenatal imaging. Provision of parent-centred care, which is inclusive of partners, is essential for improved parental experiences.

The preoccupied parent: How financial concerns affect child investment choices

We examine the hypothesis that low parental investments in children may be a consequence of the adverse cognitive effects of poverty: financial worries preoccupy low-income parents with immediate concerns, shifting their attention away from stimulating parenting tasks. We test this hypothesis in an online experiment studying the purchase decisions of UK parents, including their responsiveness to financial subsidies for child development products. Both low and higher-income parents respond to a subsidy on such products, increasing their demands. However, when primed with financial worries under the same budget, low-income parents respond less to the subsidy, prioritizing instead the purchase of products addressing immediate household needs. This lower responsiveness to subsidies appears to be driven by worried parents further away from their last payday. Stronger safety nets and better alignment of financial subsidies to payday cycles may help achieve more investment and better child outcomes in poorer families.

Mixed-methods feasibility study to inform a randomised controlled trial of proton pump inhibitors to reduce strictures following neonatal surgery for oesophageal atresia

ObjectivesThis mixed-methods feasibility study aimed to explore parents’ and medical practitioners’ views on the acceptability and design of a clinical trial to determine whether routine prophylactic proton pump inhibitors (PPI)...

Understanding school food systems to support the development and implementation of food based policies and interventions

BackgroundSchools provide opportunities to improve the quality of children's diet, whilst reducing inequalities in childhood diet and health. Evidence supports whole school approaches, including consistency in food quality, eating culture and food education. However, such approaches are often poorly implemented due to the highly complex environments in which schools operate. We aimed to develop a school food systems map using a systems thinking approach to help identify the key factors influencing primary school children’s dietary choice.MethodsEight workshops were conducted with 80 children (from schools from varying locations (region of England/UK; urban/rural), deprivation levels and prioritisation of school food policies)) and 11 workshops were held with 82 adult stakeholders across the UK (principals, teachers, caterers, school governors, parents, and local and voluntary sector organisations) to identify factors that influence food choice in children across a school day and their inter-relationships. Initial exploratory workshops started with a ‘blank canvas’ using a group model building approach. Later workshops consolidated findings and supported a wider discussion of factors, relationships and influences within the systems map. Strengths of the relationship between factors/nodes were agreed by stakeholders and individually depicted on the map. We facilitated an additional eight interactive, in-person workshops with children to map their activities across a whole school day to enable the production of a journey map which was shared with stakeholders in workshops to facilitate discussion.ResultsThe final ‘CONNECTS-Food’ systems map included 202 factors that were grouped into 27 nodes. Thematic analysis identified four key themes: leadership and curriculum; child food preference; home environment; and school food environment. Network analysis highlighted key factors that influence child diet across a school day, which were largely in keeping with the thematic analysis; including: 'available funds/resources', 'awareness of initiatives and resources', 'child food preference and intake', 'eligibility of free school meals', 'family circumstances and eating behaviours', 'peer/social norms', 'priorities of head teachers and senior leaders'.ConclusionsOur systems map demonstrates the need to consider factors external to schools and their food environments. The map supports the identification of potential actions, interventions and policies to facilitate a systems-wide positive impact on children’s diets.

‘You don’t know how big this heart is’: parental accounts of Triple X super-daughters’ life course and emerging community citizenship

ABSTRACT Triple X is largely unheard of: in global medical science where there is only a partial knowledge, and in welfare and community-based institutions which have virtually no knowledge of it at all. This article focusses on the unheard voices of Triple X families: on the reflections of ten UK parents on nurturing their daughters with Triple X throughout their childhood and into adulthood and the world of work. Layers of daughters’ individual characteristics, institutional bodies’ knowledge and preparedness to adapt, and centrally, parental interventions in daughters’ lives are assessed to consider these young women’s own autonomy and community citizenship as they consolidate. Using a Bourdieusian framework, and testing against a benchmark of cultural and social capital, the article assesses the position of families of varying social classes who are differently able to mitigate institutional inadequacy. But equally, the article looks into the notion of disability as a factor independent of the standard system of generational capital transfer. Granted that (as it emerges) they effectively live their lives outside the typical familial socio-economic structure, adult daughters’ individual abilities and achievements relating to their own growing social consciousness and contributiveness are investigated.

Understanding parental hesitancy toward children's COVID-19 vaccinations: The influence of government, media and interpersonal communication

In March 2022, the UK Health Security Agency and the National Health Service issued guidance for parents of children aged 5–11 concerning vaccinations. The guidance stated that parents of all children in this age bracket should be offered the chance to have their child vaccinated and that the procedure was particularly important for children who have health conditions that put them at high risk. However, expressions of child vaccine hesitancy rose steeply in the UK at the start of 2022 with 35.4% of primary school parents saying they were unlikely to vaccinate their children. Vaccination programmes are part of the global strategy for mitigating the effects of coronavirus disease, but their effectiveness is reliant upon high levels of uptake and administration. Vaccine hesitancy, for children in particular is an important concern, given that children can play a major role in coronavirus transmission within both families and schools. Listening to parental perspectives regarding the decision-making processes for vaccinating this age group, becomes fundamental in understanding childhood vaccine intentions. Through the analysis of semi-structured interviews, this paper is able to reveal detailed qualitative insights into the thoughts of UK parents and their attitudes toward children's vaccinations that quantitative statistics are otherwise unable to show. In the following article, we have identified a triangular relationship between government, media and interpersonal communication in shaping parental perspectives, leading to a mixture of both “pro-vax” and “anti-vax” attitudes [often simultaneously] in regards to the vaccination or non-vaccination of children. Our data provides original findings that will inform both policymakers and practitioners, building upon and extending the existing vaccination literature, furthering current debate and guiding future research.

Parents' intention to vaccinate their child for COVID-19: A mixed-methods study (CoVAccS-wave 3).

To investigate UK parents' vaccination intention at a time when COVID-19 vaccination was available to some children. Data reported are from the second wave of a prospective cohort study. We conducted a mixed-methods study using an online survey of 270 UK parents (conducted 4-15 October 2021). At this time, vaccination was available to 16- and 17-year-olds and had become available to 12- to 15-year-olds two weeks prior. We asked participants whose child had not yet been vaccinated how likely they were to vaccinate their child for COVID-19. Linear regression analyses were used to investigate factors associated with intention (quantitative component). Parents were also asked for their main reasons behind vaccination intention. Open-ended responses were analysed using content analysis (qualitative component). Parental vaccination intention was mixed (likely: 39.3%, 95% CI 32.8%, 45.7%; uncertain: 33.9%, 95% CI 27.7%, 40.2%; unlikely: 26.8%, 95% CI 20.9%, 32.6%). Intention was associated with: parental COVID-19 vaccination status; greater perceived necessity and social norms regarding COVID-19 vaccination; greater COVID-19 threat appraisal; and lower vaccine safety and novelty concerns. In those who intended to vaccinate their child, the main reasons for doing so were to protect the child and others. In those who did not intend to vaccinate their child, the main reason was safety concerns. Parent COVID-19 vaccination status and psychological factors explained a large percentage of the variance in vaccination intention for one's child. Further study is needed to see whether parents' intention to vaccinate their child is affected by fluctuating infection rates, more children being vaccinated, and the UK's reliance on vaccination as a strategy to live with COVID-19.

Parental concern for clinically vulnerable child during first 18 months of the COVID pandemic

BackgroundThe uncertainties surrounding the COVID-19 pandemic have been associated with increased parental concern. The aim of this study is to explore if this increased level of concern is associated with certain individual/household characteristics or if parents adapted to the ever-changing realities of the COVID-19 pandemic over time.MethodsThis prospective study explored COVID-19 concern trajectories and associated family characteristics of 765 UK parents caring for an immunosuppressed child during the first 18 months of the pandemic using growth mixture modelling. Qualitative analysis was performed to examine in more detail the source of concern.ResultsFour different trajectories of parental COVID-19 concern were identified. Ongoing very high concern was associated with caring for children with nephrotic or respiratory disease; having a child on an organ transplant waiting list; residency in the North of England; or parental vocational inactivity. Explicit concerns voiced by the parents generally followed national trends, but vulnerable status specific concerns were also reported.ConclusionDiagnosis and prescribed medication of the immunosuppressed child, geographical location, household composition, and employment status of parent were associated with the different concern trajectories. This information can be helpful in targeting psychological family care where it is most needed.ImpactMany British parents caring for a clinically vulnerable child during the first 18 months of the COVID-19 pandemic showed high levels of concern with little sign of psychological adaptation.Consistent with findings from non-vulnerable populations, parents mentioned the impact of shielding and repeated isolation on their child’s education, social life, and mental health.Unique to the clinically vulnerable population, parents were worried about child’s health status, impact of delayed healthcare, and were confused by the contradictory information received from government, doctors, and media.Psychological family care can be targeted to those parents at greater risk for high levels of concern.

Examining harmful impacts of the COVID-19 pandemic and school closures on parents and carers in the United Kingdom: A rapid review.

BackgroundAs a result of the COVID‐19 pandemic, school closures meant that for many households, home and school environments became intertwined. Parents and carers found themselves taking on the role as de‐facto educators, as well as balancing working from home and caring for additional members of the household. Understanding the full extent of the effects incurred by parents and carers during school closures is vital to identifying and supporting vulnerable families. This rapid review aimed to appraise the available evidence on the potential effects of the COVID‐19 pandemic on UK parents and carers.MethodsSearches for academic literature were conducted using Proquest Central, Scopus, and Google Scholar between 21st and 28th April 2021 using search terms describing “parents and carers”, “COVID‐19” and the “UK”. Additional literature was identified on relevant parents and carers' organisations websites including charity reports.ResultsThirty‐two articles were found relating to harms affecting parents and carers in the UK High levels of psychological distress, including anxiety and depression, were consistently identified in the general parent population, and especially in parents caring for a child with special educational needs and/or neurodevelopmental disorders (SEN/ND). Charity reports indicated that many parents, especially those from an ethnic minority background and kinship carers, were worse off financially and with food insecurities, whereas empirical evidence showed that mothers were more likely to initiate furlough for themselves compared with fathers or childless women. Domestic abuse support services also reported a sharp rise in demand during lockdown restrictions, and practitioners reported an increase in child and adolescent violence towards parents.ConclusionsGiven the known impacts of parental stress, mental health problems, domestic violence and financial hardship on children's development, it is critical that these findings are taken into account in case of future pandemics to minimise harms both to parents and their families.

Parents’ attitudes towards conversations with their young children about sex: A cross-sectional study

Background: Parental confidence and attitudes towards a young child's readiness to receive sex education are varied and complex. There is growing global concern about increased sexual activity among younger children and related discussions about how families address sex education in the home. Aim: The purpose of this study was to identify determinants of parents’ communication about sex with their primary school-aged child/ren. Methods: The study employed a cross-sectional design for UK parents with at least one child aged 5–11 years using an online questionnaire which incorporated validated scales. Findings: A total of 205 parents participated with a total of 405 children. Parents with more than one child were more likely to have had a conversation with their child about sex and were more confident in talking about the reproductive process and healthy sexual relationships. Conclusions: Parents with the confidence to engage children in conversations about sex can support targeted risk behaviour, pubertal development and sexuality.

Mothers' and fathers' views on the importance of play for their children's development: Gender differences, academic activities, and the parental role.

Play is a main driver of children's cognitive and social development and is crucial for educational success (Paediatrics, 119, 2007 and 182). In recent years, however, parents and schools are under pressure to prioritize academic targets over play. The current research investigated parents' views about three aspects of their children's play and academic activities. Predominantly highly educated UK parents (109 mothers and 49 fathers) were recruited via social media. Participants were asked to complete an amended online version of the Preschool Play and Learning Questionnaire (International Journal of Behavioral Development, 28, 2004 and 97). The questionnaire consisted of 25 items covering three themes: the importance of play for children's development, the importance of academic activities, and the importance of parents' role in their children's development. The independent variables were the gender of the parent, the gender of their child, and the age group of their child (4-7 years, or 8-11 years). Parents rated play higher than academic activities or their own roles, but the difference was not noteworthy. However, fathers rated academic activities and the parents' role significantly higher than mothers did. In addition, parents of girls rated academic activities and their own role significantly higher than parents of boys. The findings of the current research highlight gender divisions between parents and towards boys and girls regarding the importance of education. Gender roles appear to influence the way parents think about the academic activities their children partake in.

Understanding the support experiences of families of children with autism and sensory processing difficulties: A qualitative study.

BackgroundSupport, such as information, advice and therapies, can play a vital role in the lives of families of autistic children. However, little is known about the support experiences of UK parents and carers.AimTo explore experiences of and access to support for families of children with autism and sensory processing difficulties, from the perspective of parents and carers.MethodsSemi‐structured, timeline‐assisted interviews were conducted with parents/carers of 30 children aged 5–11, exploring experiences of support. Framework analysis was used to identify themes in the interview data.ResultsSupport varied widely and was not accessed equitably. Specialist autism support, together with support from other parents and voluntary organizations, was perceived as more useful than statutory and nonspecialist provision. Unmet support needs included an ongoing point of contact for information and advice for parents, and access to direct therapy and specialist mental health provision for children.ConclusionsFindings emphasize the need for a clear pathway of support following autism diagnosis, autism‐specific training for professional service providers and specialist provision tailored to the needs of autistic children.Patient or Public ContributionAn advisory group of four parents of children with autism provided feedback on study procedures and materials, including participant information sheets and timeline completion instructions.

Dogs at school: a quantitative analysis of parental perceptions of canine-assisted activities in schools mediated by child anxiety score and use case

Canine-assisted activities in schools can benefit students’ educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted activities as a treatment option. This is important as parental perceptions can influence engagement, whilst lack of awareness can become a barrier to treatment. This study uses a cross-sectional design to quantitatively explore the acceptability of canine-assisted activities amongst UK-based parents (n = 318) of children aged six to 16 (M = 10.12, SD = 3.22). An online survey used a treatment evaluation to determine acceptability across three use-cases. These included a child reading to dogs to improve literacy skills, a child interacting one-to-one to foster greater self-esteem and social skills, and a classroom dog to improve student behaviour and motivation. Additionally, the scale for generalised anxiety disorder was used to rank child anxiety as high or low, where high was a score equal to or above the UK clinical borderline threshold. The results found canine-assisted activities were less acceptable for the behavioural than the reading and social use-cases. Furthermore, parents of children with high anxiety had higher acceptability scores than parents of children with low anxiety for the reading and social use-cases but not for the behavioural use case. These findings suggest that UK parents' acceptability of canine-assisted activities in schools is mediated by child anxiety score. Furthermore, that parents may be less aware of the benefits of classroom dogs than other types of school-based canine-assisted activities.

Child Sexual Abuse Prevention: Parental Discussion, Protective Practices and Attitudes.

Understanding parental practices and attitudes regarding child sexual abuse (CSA) prevention could be used to improve CSA prevention, but little information is available. In this study, we summarise survey data collected from 248 Australian and UK parents (87% female) with at least one child aged 6-11 years (M = 8.6, SD = 1.8). This is the first study to quantify parental use of protective practices, other than prevention education, which may guard against CSA. Parental media mediation, which may safeguard against online dangers, was another unique focus of this study. Participants reported their discussion of sensitive topics with their children including CSA; behaviors that may reduce the incidence of CSA (e.g., monitoring, supervision, delegation of care and checking-in with the child); mediation of their child's media use; and attitudes towards CSA prevention education. Parents reported discussing sexual abuse less than other sensitive topics such as abduction dangers, drugs, and death but more than issues surrounding puberty, sex and pornography. Parents reported using high levels of protective behaviours, however some areas of concern were revealed. Of concern was the low-moderate level of parental media mediation, with substantial numbers of children potentially exposed to online risks such as using devices unsupervised in bedrooms or chatting to individuals unknown to their parents and not having their devices checked for concerning content. Almost all parents were supportive of CSA prevention education and felt they should provide this education. However, two-thirds of parents thought CSA education may be associated with harms for the child and two-thirds of parents believed children could prevent their own abuse. Reported results will aid in our understanding of which areas of parenting could be strengthened to create safer environments for children. This research has particularly highlighted the need for parents to be more protective around their children's access to online devices.