Rachel L Abbott
Biographic Data
| ID | 4792829 |
|---|---|
| NAME | Rachel L Abbott |
| GIVEN NAMES | Rachel L |
| FAMILY NAME | Abbott |
| SIGNATURE | ABBOTT R L |
| AFFILIATIONS | Sheffield Hallam University |
| ORCID | 0000-0002-7805-4194 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring How Models of Disenfranchised Grief Account for the Lived Experience of SEN Teaching and Support Staff Following a Student Death: An IPA Study
Special Educational Needs (SEN) describe schooling in the UK for young people with an intellectual disability where mortality is more common than in mainstream school settings. This study explores how well models of disenfranchised grief (Doka, 1989, 2002; Robson & Walter, 2012; Rowling, 1995) account for the experience of staff in SEN school settings. Interviews were conducted with 11 teaching staff, focused upon the death of two children with s…
Storytelling and narratives of imagined futures: Making sense of lived bereavement experiences in special educational needs teaching and support staff
Despite a range of empirical research focused on sensemaking in primary relationships, in the emerging field of bereavement experiences of educational professionals, there is a lack of literature that explores sensemaking in special educational need (SEN) teaching staff following a student's death. 13 SEN teaching staff clustered around 3 students' deaths were interviewed, with data analyzed using Interpretive Phenomenological Analysis. Results d…
‘ We’ve got a lack of family values ’: An examination of how teachers formulate and justify their approach to teaching sex and relationships education
Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is …
We Don't Get Into All That: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education
Legislation that applies to UK SRE currently advocates inclusive provision. Given the nonstatutory status of SRE, however, it is unclear how teachers incorporate sexual inclusivity, especially as research has shown that teachers' discursive practices can promote a heteronormative SRE climate (Renn, 2010). Using a discursive psychological approach to analyze interview data, this study examined how teachers account for their provision as inclusive.…
Experiences of baby‐led weaning: Trust, control and renegotiation
Baby-led weaning (BLW) is an approach to introducing solid foods that relies on the presence of self-feeding skills and is increasing in popularity in the UK and New Zealand. This study aimed to investigate the reported experiences and feelings of mothers using a BLW approach in order to better understand the experiences of the mother and infant, the benefits and challenges of the approach, and the beliefs that underpin these experiences. Fifteen…
We Don't Get Into All That: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education
Legislation that applies to UK SRE currently advocates inclusive provision. Given the nonstatutory status of SRE, however, it is unclear how teachers incorporate sexual inclusivity, especially as research has shown that teachers' discursive practices can promote a heteronormative SRE climate (Renn, 2010). Using a discursive psychological approach to analyze interview data, this study examined how teachers account for their provision as inclusive.…
Experiences of baby‐led weaning: Trust, control and renegotiation
Baby-led weaning (BLW) is an approach to introducing solid foods that relies on the presence of self-feeding skills and is increasing in popularity in the UK and New Zealand. This study aimed to investigate the reported experiences and feelings of mothers using a BLW approach in order to better understand the experiences of the mother and infant, the benefits and challenges of the approach, and the beliefs that underpin these experiences. Fifteen…
We Don't Get Into All That: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education
Legislation that applies to UK SRE currently advocates inclusive provision. Given the nonstatutory status of SRE, however, it is unclear how teachers incorporate sexual inclusivity, especially as research has shown that teachers' discursive practices can promote a heteronormative SRE climate (Renn, 2010). Using a discursive psychological approach to analyze interview data, this study examined how teachers account for their provision as inclusive.…
‘ We’ve got a lack of family values ’: An examination of how teachers formulate and justify their approach to teaching sex and relationships education
Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is …
Exploring How Models of Disenfranchised Grief Account for the Lived Experience of SEN Teaching and Support Staff Following a Student Death: An IPA Study
Special Educational Needs (SEN) describe schooling in the UK for young people with an intellectual disability where mortality is more common than in mainstream school settings. This study explores how well models of disenfranchised grief (Doka, 1989, 2002; Robson & Walter, 2012; Rowling, 1995) account for the experience of staff in SEN school settings. Interviews were conducted with 11 teaching staff, focused upon the death of two children with s…
Storytelling and narratives of imagined futures: Making sense of lived bereavement experiences in special educational needs teaching and support staff
Despite a range of empirical research focused on sensemaking in primary relationships, in the emerging field of bereavement experiences of educational professionals, there is a lack of literature that explores sensemaking in special educational need (SEN) teaching staff following a student's death. 13 SEN teaching staff clustered around 3 students' deaths were interviewed, with data analyzed using Interpretive Phenomenological Analysis. Results d…
Psychology (4 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Family and Disability Support Research (2 works) · Gender Roles and Identity Studies (2 works) · Grief, Bereavement, and Mental Health (2 works) · Interpretative phenomenological analysis (2 works) · Law (2 works) · LGBTQ Health, Identity, and Policy (2 works)