She just got me’
Supporting care experienced young people negotiating relationships and identities at school
Bibliographic Data
| ID | 21722992 |
|---|---|
| Authors | Gale Macleod (0000-0003-4738-5772, University of Edinburgh, corresponding author), Robin Dallas‐Childs (0000-0003-2503-0022, University of Edinburgh), Colin Brough (0000-0003-4431-5912, University of Edinburgh), Martin K Toye (0000-0001-9439-6939, University of Edinburgh), Martin Toye (University of Edinburgh) |
| Year | 2021 |
| Volume | 21 |
| Issue | S1 |
| Pages | 25-35 |
| Publication date | 2021-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12543 |
| OpenAlex | W3194025897 |
| Language | EN |
| Citations received | 5 |
| References cited | 42 |
In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities
Developmental psychology · Interrogation · Mental health · Negotiation · Psychiatry · Sociology · Symbolic interactionism · Child Abuse and Trauma · Child Welfare and Adoption · Family Support in Illness · Psychology · Social Psychology
School refusal among young people in out-of-home care (Oohc)
I Make My Own Choices, No One Else but Me’
Unveiling Inequity
An analysis of the policy drivers and legal frameworks associated with school exclusion in Northern Ireland
Success, belonging and identity work among care-experienced academics in the United Kingdom
From Mead to a Structural Symbolic Interactionism and Beyond
Childhood and Adolescent Psychiatric Disorders as Predictors of Young Adult Disorders
Secondary analysis of qualitative data
Mental health of children in foster and kinship care in New South Wales, Australia
The mental health of children in out-of-home care
The Symbolic Interactionist Perspective and Identity Theory
Symbolic interaction
Mental health, identity and informal education opportunities for adolescents with experience of living in state care
The Routledge International Companion to Emotional and Behavioural Difficulties
Conducting secondary analysis of qualitative data
Not in the classroom, but still on the register
The education of children in care and children in need
Risk, resilience and identity construction in the life narratives of young people leaving residential care
Longing to belong
Other children say you're not normal because you don't live with your parents’. Children's views of living with informal kinship carers
Perceived self-stigma in the utilization of mental health services in foster care and post foster care among foster care alumni
The education of children in care
The Causal Ordering of Prominence and Salience in Identity Theory
Reflected Appraisal and the Development of Self
The consequences of being labelled ‘looked‐after’
Exclusion from school in Scotland and across the UK
Psychological Formulation as an Alternative to Psychiatric Diagnosis
Contemporary Sociological Theory
The Sociology of the Deviant Act
The Central Role of Theory in Qualitative Research
Thematic Analysis
The Self-Concept
Stigma in an era of medicalisation and anxious parenting
The Self in the Emotionally Disturbed
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |