1. Responding to families with complex support needs as children start school Team members Anne Hampshire^, Bob Perry*, Sue Dockett*, Jan Mason# ^Mission Australia, * Charles Sturt University, # University of Western Sydney

2. Overview Overview Outline of the project Outline of the project Methodological issues Methodological issues Some early analyses of case study data Some early analyses of case study data

3. The project Facilitating children’s transition to school within families with complex support needs. Funded by ARC (Linkages); collaboration between CSU, UWS, Mission Australia & NSW Dept of Community Services Centre for Parenting Research.

4. Introduction Starting school Starting school Transition to school programs Transition to school programs Family participation in schooling Family participation in schooling While “parental involvement is a robust predictor of a child’s success at school … the reality is that disadvantaged families are least likely to be involved and listened to in school environments” (Bernard van Leer Foundation, 2007, p. 4)

5. Theoretical context Strengths-based perspectives Strengths-based perspectives Ecological theory Ecological theory Transition to school programs as processes of relationship building Transition to school programs as processes of relationship building

6. Aims of the project Identify with family & others, decision points for families with complex support needs as children start school; Identify with family & others, decision points for families with complex support needs as children start school; Assess availability of support at these times; Assess availability of support at these times; W/ families + educational settings, evaluate strategies + resources used to support families W/ families + educational settings, evaluate strategies + resources used to support families Generate strategies and resources to better support transition to school; Generate strategies and resources to better support transition to school; Implications for transition policy & practice. Implications for transition policy & practice.

7. Project locations Diverse communities across NSW (6) inc regional/rural/suburban Diverse communities across NSW (6) inc regional/rural/suburban Diverse range of families (40) Diverse range of families (40) Wide range of definitions of ‘complex support needs’ according to each context. Wide range of definitions of ‘complex support needs’ according to each context.

8. Methodological Issues and Challenges Organisational collaboration Organisational collaboration Terminology Terminology Sensitive research Sensitive research Moral and ethical issues Moral and ethical issues The research process The research process Qualitative research over time Qualitative research over time

9. Research approaches Working w/ relevant agencies to invite families to participate; Working w/ relevant agencies to invite families to participate; Regular meetings with families over yr prior to the child starting school and into 1 st yr of school; Regular meetings with families over yr prior to the child starting school and into 1 st yr of school; What’s happening for families + children, in transition to school; what helps/hinders decision What’s happening for families + children, in transition to school; what helps/hinders decision Identify family strengths as well as challenges + issues & what would help. Identify family strengths as well as challenges + issues & what would help.

10. Research approaches Data of transcripts of interviews; Data of transcripts of interviews; Case studies developed to reflect experiences of families over transition to school; Case studies developed to reflect experiences of families over transition to school; Significant amount of data. Significant amount of data.

11. Case study – Annabelle & Jason Background Background –Dual income family, 2 children; regional area –Annabelle experienced post-natal depression –Jason started school in 2008 Four meetings over 14 months Four meetings over 14 months Some issues: Some issues: –Jason’s language development –Jason’s behaviour –Getting help –Access to services

12. Jason’s language development I was just slightly worried about his educational development. You know, we all have anxieties about is he going to be roughly on the same level as all the other kids, are there going to be huge differences, are some of them going to be reading and writing.

13. Jason’s behaviour Before Jason went to school, over Christmas I’ve never seen him so naughty. He was going berserk and he was arguing back, being cheeky, being very everything against the rules. Before Jason went to school, over Christmas I’ve never seen him so naughty. He was going berserk and he was arguing back, being cheeky, being very everything against the rules.

14. Getting help Annabelle didn’t seem to be very proactive in first couple of interviews. She’d had a lot of ‘medical type’ tests done & done a lot of thinking about Jason & transition to school but hadn’t approached anyone for information about transition – despite significant anxiety. Annabelle didn’t seem to be very proactive in first couple of interviews. She’d had a lot of ‘medical type’ tests done & done a lot of thinking about Jason & transition to school but hadn’t approached anyone for information about transition – despite significant anxiety.

15. Accessing services No, and it’s really hard because they’ll say ‘Oh no, you’ve come through to the wrong person. You need to call that person.’ Then you try calling that person for the next 48 hours until they finally pick up. ‘Oh you haven’t actually come through to the right department, I’ll just…’. And it’s just … And it’s really hard because you have to fight for yourself. You have to give them a reason to put you on the list or to prioritise you on the list and that was completely beyond me (with PND).

16. Choosing a school Annabelle & Nick chose a v small (55 students) school hoping that would best suit Jason Annabelle & Nick chose a v small (55 students) school hoping that would best suit Jason Possibility of school closing at some point Possibility of school closing at some point ‘Who do you listen to? Whose advice is best?’ ‘Who do you listen to? Whose advice is best?’

17. Jason’s transition to school Annabelle - v anxious re Jason starting school Annabelle - v anxious re Jason starting school Post starting school: fears seem to have been completely allayed. Post starting school: fears seem to have been completely allayed. Annabelle reported: although Jason claimed not to like school, she knew he did because she’d spoken with canteen lady & with Jason’s teacher Annabelle reported: although Jason claimed not to like school, she knew he did because she’d spoken with canteen lady & with Jason’s teacher Really, really good. He says he doesn’t like it but he does. He’s hard to get information out of. What did you do? Nothing. Who did you play with? No one. But I also know that he does things and play with kids.

18. Jason’s transition to school Smaller school provided ‘good’ environment for Jason – students all knew each other; Grade 6 students looked after younger students Smaller school provided ‘good’ environment for Jason – students all knew each other; Grade 6 students looked after younger students 8 kinders – challenging to find ‘a friend’ of the same age – some anxiety for Annabelle 8 kinders – challenging to find ‘a friend’ of the same age – some anxiety for Annabelle Parents made to feel v welcome by staff, principal etc – weekly assembly, going home routine, easy access to classroom and teacher Parents made to feel v welcome by staff, principal etc – weekly assembly, going home routine, easy access to classroom and teacher Annabelle was actively involved in the P&C, providing support to other new parents. Annabelle was actively involved in the P&C, providing support to other new parents.

19. Challenges There wasn’t a clear link between pre- school – school – other supports operating in the life of the family. There wasn’t a clear link between pre- school – school – other supports operating in the life of the family. Accessing face to face info in way & at a time that worked for Annabelle & Nick Accessing face to face info in way & at a time that worked for Annabelle & Nick

20. Educational implications I think the fact that I got to talk to a live person (in this case the researchers) rather than reading a handout, because I had specific worries about it, it wasn’t maybe what another parent was worried about. It was my own individual worries and a pamphlet maybe wouldn’t have covered all of that. I think the fact that I got to talk to a live person (in this case the researchers) rather than reading a handout, because I had specific worries about it, it wasn’t maybe what another parent was worried about. It was my own individual worries and a pamphlet maybe wouldn’t have covered all of that.

21. Methodological issues … I hadn’t thought about it so much as I had when I had to discuss it with you because I had to actually say well alright, what are my fears. Alright, what am I worried about. It’s something that’s just in the back of your mind, until you have to formulate it into telling someone. I’m not much of a planner… Like it really made me think about it, having a conversation. … I hadn’t thought about it so much as I had when I had to discuss it with you because I had to actually say well alright, what are my fears. Alright, what am I worried about. It’s something that’s just in the back of your mind, until you have to formulate it into telling someone. I’m not much of a planner… Like it really made me think about it, having a conversation.

22. Some issues emerging (1) Significant amt of data over time - 40 families Readiness – how is it defined by parents, educators & others? Child’s experiences/needs – w/siblings, pre- school etc; individual needs; etc** Carers’ experiences/needs – own experience of school; wellbeing; understanding of child’s needs; access to info** Influence of social networks on transitions – adult social support/pressure (relatives/ friends); service intervention

23. Some issues emerging (2) Family life – impact of transition (eg on routines, relationships); external pressures (eg costs,) Transition – decision making process (individual or collective process), specific school transition services (buddy, preschool- school link) Experiences-expectations-involvement – parent/child/teacher/community expectations re 1 st yr of school, pre-school, school-family interaction, what happens at school

24. Next steps Final Step: Interview teachers; project ends early next yr. Final Step: Interview teachers; project ends early next yr. Significant amount of data over time + range of themes emerging Significant amount of data over time + range of themes emerging Parents/carers of these families want to support children in transition to school – most appropriate supports/info etc not always in place Parents/carers of these families want to support children in transition to school – most appropriate supports/info etc not always in place Some key policy + practice issues are emerging (e.g. CC-school interface; provision of info); Some key policy + practice issues are emerging (e.g. CC-school interface; provision of info);.