Papadimitriou, Marianthi; (2024) Working with Children with Medical and Mental Health Needs: An Interpretative Phenomenological Analysis of the Experiences of Hospital Teachers. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Hospital teachers are a unique professional group who work as part of a multidisciplinary paediatric team in hospitals caring for children and young people with medical and mental health conditions. They are a relatively unknown and under-researched professional field. Very few studies worldwide have explored the role and experiences of hospital teachers in the recovery process (Mintz et al., 2018). Most of these studies date back more than a decade with the main relevant UK study having taken place between 1981-85 (Wiles, 1988). The central aim of this small-scale qualitative research is to explore the experiences of hospital teachers in three main areas: (a) their experiences of working within a multiagency organisation across Health and Education, (b) their experiences of working with children and young people and their families in the paediatric and child-psychiatric sectors, and (c) their emotional experiences, effective coping strategies and available support. Nine hospital teachers from four different hospital schools, three in the Greater London area and one north of London, were interviewed extensively to gather their experiences of working with children with medical and mental health needs. The data was analysed using Interpretative Phenomenological Analysis. The analysis identified five overarching themes in the data: a) Social and Psychological Aspects of the Role, b) Am I Therapeutic? c) Mental Health, d) The Death of a Child, and e) Capitalising the Forces. The findings highlight the significance and complexities of the hospital teacher role as well as the challenges hospital teachers and their pupils face to promote and support a holistic interface between learning, wellbeing and traversing systems with the CYP being at the centre of the process. A need for professional EP input to support hospital teachers’ efforts to promote holistic care provision for CYP and their families across Health and Education is also evidenced.

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