2026-10-07T07:36:04Z https://api.figshare.com/v2/oai

oai:figshare.com:article/32637570 2026-10-01T16:49:36Z portal_1172 item_type_8 month_year_10_2026

Supporting children looked after (CLA) in post-primary school: a focus on transition support and staff experiences of the key adult role in the early post-primary years Megan Draine (24167748) PUREID: 496688378 Children looked after CLA transition post-primary school key adult school staff mixed method educational psychology Statistics from The Department of Health (DoH) show that over the last 10 years there has been a 37% increase in the number of Children Looked After (CLA) in Northern Ireland (NI). Despite this, there is a dearth of literature regarding CLA and transition to post-primary school. Furthermore, less is known about the role of school staff who support CLA post-transition, the emotional impact on school staff and the support they require. This study sought the experiences of post-primary school key adults who support CLA after transition to post-primary school. The study aimed to address who was carrying out the role, how key adults perceive their role, the challenges staff face supporting CLA in a post-primary school environment including the emotional impact, if any, and the support key adults require. An explanatory sequential mixed methods design was adopted. Participants were mainstream post-primary school staff in NI who were key adults for CLA. A total of 56 staff completed an online survey and seven of these key adults then participated in individual semi-structured interviews. Descriptive statistics were conducted on the survey and Reflexive Thematic Analysis (RTA) was used to analyse the survey textboxes and semi-structured interviews. Analysis suggested the importance of promoting a positive transition experience for CLA to feel a part of the school community. Staff highlighted their frustrations, including the lack of guidance and training on their role. Further challenges included difficulties within the wider system such as limited engagement with social services and a lack of multidisciplinary working. Staff also highlighted the emotional impact of the key adult role and the value of colleague support. Implications for Educational Psychology practice and recommendations are also discussed.<br> 2026-10-01T16:49:36Z Text Thesis 10.17034/32637570.v1 https://figshare.com/articles/thesis/Supporting_children_looked_after_CLA_in_post-primary_school_a_focus_on_transition_support_and_staff_experiences_of_the_key_adult_role_in_the_early_post-primary_years/32637570 All Rights Reserved