{"id":1380,"date":"2015-06-15T14:34:23","date_gmt":"2015-06-15T13:34:23","guid":{"rendered":"https:\/\/mmuperu.co.uk\/bjcj\/?p=1380"},"modified":"2022-12-19T11:08:56","modified_gmt":"2022-12-19T11:08:56","slug":"an-exploration-of-the-impacts-that-experiencing-domestic-violence-can-have-on-a-childs-primary-school-education-view-of-educational-staff","status":"publish","type":"post","link":"https:\/\/mmuperu.co.uk\/bjcj\/articles\/an-exploration-of-the-impacts-that-experiencing-domestic-violence-can-have-on-a-childs-primary-school-education-view-of-educational-staff\/","title":{"rendered":"An Exploration of the Impacts That Experiencing Domestic Violence can Have on a Child\u2019s Primary School Education: View of Educational Staff"},"content":{"rendered":"

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Published<\/span><\/td>\n15\/06\/2015<\/td>\n<\/tr>\n
Type<\/td>\nArticle<\/td>\n<\/tr>\n
Author(s)<\/td>\nSarah Louise Holt<\/td>\n<\/tr>\n
Corresponding Authors<\/td>\nSarah Louise Holt, Criminology and Psychology BSc, Sheffield Hallam University<\/td>\n<\/tr>\n
DOA<\/td>\n<\/td>\n<\/tr>\n
DOI<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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The issue of domestic violence is becoming increasingly prevalent in contemporary society and is no longer a hidden phenomenon kept behind closed doors and out of the public eye (Harne & Radford, 2008). Children living in violent homes are beginning to be seen as recognised ‘victims’ and there has been an increase in research literature regarding how the lives of these children are affected as a consequence of experiencing domestic violence (Cunningham & Baker, 2004). This article aims to investigate the types of behaviours primary school educational staff observed in children (4-11 years) known or suspected to experience domestic violence at home. The current research adopted a survey-based method in the form of a self-completion, postal questionnaire and utilised a non-probability convenience sample of 25 educational staff from three different schools. Children experiencing domestic violence were often found to be irritable, frustrated and angry, displaying both internal and external aggression – although inward acts of aggression were observed to be significantly more prevalent. The children were often recognised ‘underachievers’ and rarely reached their full academic potential. Four key themes emerged from the qualitative section of the questionnaires; children living in violent homes often have a poor self-image, the importance of early identification and improved staff training, the need for opportunities for children to disclose sensitive information to staff and the importance of information sharing. The findings from this study provide a basis for further, more extensive research into which behaviours may be evident in children experiencing domestic violence and therefore help educational staff identify these children earlier and provide their families with support and guidance.[\/vc_column_text][vc_row_inner][vc_column_inner column_width_percent=”100″ gutter_size=”3″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ align_mobile=”align_center_mobile” mobile_width=”0″ width=”1\/1″][uncode_share layout=”multiple” bigger=”yes” separator=”yes”][\/vc_column_inner][\/vc_row_inner][vc_column_text]Introduction<\/strong>
\nThe issue of domestic violence (DV) was neither recognised nor accepted as a societal\u00a0problem prior to the 1970s (McHugh & Frieze, 2006). More recently, perceptions of DV\u00a0have been transformed from a private, unrecognised phenomenon, to a key public issue\u00a0high on government and practice agendas (Harne & Radford, 2008). The issue of children\u00a0living with and experiencing DV is increasingly a more widely acknowledged issue within\u00a0our society (Cunningham & Baker, 2004). Contemporary research literature is beginning\u00a0to recognise children living in violent households as ‘victims’, and adopting a more holistic\u00a0view of what is encompassed in ‘experiencing’ DV such as witnessing the aftermath of a\u00a0violent event (Jaffe & Wolfe, 2011).<\/p>\n

The research presented here focuses on primary school children, as they are considered to\u00a0be of a critical age in terms of awareness and understanding of the DV happening around\u00a0them (Holt et al., 2008). The study also gathered information on educational staff\u00a0opinions on the efficacy of Child Protection and Safeguarding (2010) training. A surveybased\u00a0method in the form of a self-completion, postal questionnaire was employed, and\u00a0questionnaires were sent to three UK primary schools. The first section of the\u00a0questionnaire was quantitative and consisted of a rating scale asking participants how\u00a0frequently they observed certain behaviours in children known or suspected to be experiencing DV. The second section was qualitative and consisted of open-ended\u00a0questions asking for the participants’ experiences of current training and how they believe\u00a0this could be improved.<\/p>\n

This article begins with a brief overview of the literature followed by the methods\u00a0adopted, findings, discussion and conclusion.<\/p>\n

Literature review<\/strong>
\nEarly definitions of DV derived from criminological and sociological perspectives and\u00a0therefore maintained a one-directional focus on violent and sexual acts or behaviours,\u00a0exclusively between intimate partners (O’Leary, 2001).\u00a0 Recently however, DV has become\u00a0less simplistic and encompasses a wide variety of disciplines adopting varying definitions.\u00a0For example, definitions used by healthcare or social services are unlikely to resemble\u00a0legal definitions and these may also vary depending how both society and individual\u00a0victims construct their understanding and experiences of DV (Burton, 2008). A recent\u00a0Home Office definition (2013) defines DV as:<\/p>\n

‘\u2026any incident or pattern of incidents of controlling, coercive, threatening\u00a0behaviour, violence or abuse between those aged 16 or over who are, or\u00a0have been, intimate partners or family members regardless of gender or\u00a0sexuality. The abuse can encompass, but is not limited to; psychological,\u00a0physical, sexual, financial and emotional.’<\/p>\n

This varies from earlier definitions by attempting to create a more holistic understanding\u00a0of the notion of DV by incorporating a variety of behaviours, types of victims and abuse\u00a0rather than solely focusing on violent and sexual acts between intimate partners<\/p>\n

Before the 1990s, the term ‘child witness’ of DV was used frequently in the literature, yet\u00a0this was confusing for practitioners as the term tended to be associated with merely\u00a0seeing or hearing the abuse. More recently, practitioners have adopted the terms\u00a0‘exposure to’ or the ‘experiencing of’ DV which reflects the more holistic view of what\u00a0children undergo whilst living in a violent household (Jaffe & Wolfe, 2011). Exposure to\u00a0DV also includes the passive role of the child in ‘\u2026interpreting, predicting, worrying, and\u00a0problem solving to protect themselves and others in the family from further abuse’\u00a0(Cunningham & Baker, 2004:7). For the purposes of this research, the terms\u00a0‘experiencing’ and ‘exposure to’ DV are holistic terms which do not assume the violence\u00a0has been observed by the child (Holden, 2003).<\/p>\n

The terms encompass the following facts of being a child living in a family experiencing DV\u00a0being caught up physically in adult DV, seeing, hearing or being told of a violent event, and\u00a0also witnessing the ‘aftermath’ of a DV event (Osofsky, 1999). The term ‘Affected\u00a0Children’ is used to describe children known to, or expected to, experience DV at home.<\/p>\n

There have been many legislative and policy developments in the field of DV in recent\u00a0years. The Government is piloting DVPOs (Domestic Violence Protection Orders) which\u00a0allow police to prevent offenders contacting victims or returning to their home for up to\u00a028 days. Domestic Violence Disclosure Schemes have been piloted which include the\u00a0‘right to know’ and the ‘right to ask’ (also known as ‘Clare’s Law’) which provide individuals\u00a0with access to information about whether their partner has a violent past (Home Office,\u00a02013a).<\/p>\n

Schools and children’s services must look to their own policies for guidance when a child is\u00a0suspected to be experiencing violence at home. In 2010 the ‘Safeguarding Children in\u00a0Education’ policy was introduced, stating that every school must have a member of staff\u00a0who holds lead responsibility for child protection and that children must be made aware\u00a0of behaviours (such as violence and bullying) which are considered ‘unacceptable’.\u00a0Teachers and professionals are encouraged to identify any concerns they may have\u00a0regarding a child’s welfare and take appropriate action (DfE, 2010). The Department of\u00a0Education’s (2006) policy is that practitioners should first voice their concerns to their\u00a0manager and if deemed necessary, refer the family to Children’s Social Services.<\/p>\n

Many studies have concluded that children exposed to DV are significantly more likely to\u00a0exhibit behavioural and emotional difficulties than non-exposed children (Kitzmann et al.,\u00a02003). Primary school children (4-11 years) exposed to DV are at an age where they are\u00a0developing awareness of family events and beginning to construct an understanding of\u00a0the conflict and violence within their family (Holt et al., 2008). Children of this age are\u00a0beginning to mentally process the abuse and evaluate the effect it has on their immediate\u00a0family members. Consequently, children may feel caught in a self-conflicting bind where\u00a0they turn to their parents for comfort and security but are unsure when aggression and\u00a0violence may take over. This causes ongoing uncertainty and fear which can impact their\u00a0behaviour (Cunningham & Baker, 2004). Primary school children are considered to be at a\u00a0critical age in terms of awareness and understanding of the DV happening around them\u00a0(Holt et al., 2008), hence the exclusive focus of this article on the impacts experiencing DV\u00a0has on primary school children.<\/p>\n

Previous studies have found general behavioural, cognitive and emotional implications of\u00a0exposure to DV on children including; excessive irritability, sleep problems, fear of being\u00a0alone, immature behaviour, stunted language\u00a0 development, poor concentration,\u00a0aggressive and antisocial behaviour, anxiety, depression, violent behaviour, low\u00a0frustration tolerance, poor co-ordination, problems eating and being passive or withdrawn\u00a0(McGee, 2000; Elderson, 1999; Osofsky, 1999; Mullender & Morley, 1994; James, 1994). A\u00a0study supported by the NSPCC and conducted by Stanley et al. (2010) collected\u00a0observations from parents of children who had been exposed to DV. The parents
\nidentified behaviours in their children such as hyperactivity, nervousness, depression, anxiety and a lack of confidence (ibid). Little research has been conducted exploring the\u00a0specific implications that exposure to DV has on children’s education and experience at\u00a0primary school. McGee (2000) found that children known to experience violence at home\u00a0displayed aggressive behaviour and lacked concentration in school. They were also more\u00a0likely to have poor attendance, fall asleep in class, come to school early or leave late and\u00a0not demonstrate their full potential. In addition to this, Mullender and Morley (1994)\u00a0found pupils dealing with these issues tended to display approval-seeking behaviour, bully\u00a0other students, fight with classmates, and act as a ‘teacher’s pet’. Children from violent\u00a0families have also been found to have a more hesitant and indecisive relationship with\u00a0their teachers than children from non-violent homes (Graham-Bermann & Levendosky,\u00a01998). On the other hand, Radford et al. (2011a) found that educational success was\u00a0sometimes used as a coping strategy for the child, offering them something to escape into
\nand use as a form of resilience.<\/p>\n

Existing literature suggests that such impairments are more prevalent in young children\u00a0than in adolescents (Hughes, 1998) and that younger children are particularly vulnerable\u00a0to the impacts of living in a violent household\u00a0 Levendosky et al., 2003). This vulnerability\u00a0is one rationale for examining the effects of experiencing DV on primary school children in\u00a0the current research.<\/p>\n

Methodology<\/strong>
\nA survey-based method in the form of a self-completion, postal questionnaire was used to\u00a0gather data for this study. This method was used to allow participants to complete the\u00a0survey at a time that was convenient for them and without time restrictions.<\/p>\n

The survey in the current research utilises a form of mixed-methods referred to as\u00a0‘intramethod mixing’ meaning that the questionnaire contained both quantitative and\u00a0qualitative questions (Tashakkori & Teddlie, 2003). The closed questions, which are easily\u00a0quantifiable, were used to identify which behaviours or actions were most frequently\u00a0observed by school staff, whilst the open-ended questions were used to explore\u00a0participants’ opinions and attitudes regarding how Affected Children are treated in\u00a0schools. The use of open-ended questions has important implications for the results of\u00a0the study as they are used as an opportunity to reveal any observed behaviours, attitudes
\nor personality traits that may have been missed by the quantitative questions.<\/p>\n

The research adheres to a constructivist ontological position, assuming meanings are\u00a0socially constructed and constructs are continually reviewed and altered by the social\u00a0actors through ‘social interaction and reflection’ (Matthews & Ross, 2010:25). The\u00a0inclusion of both qualitative and quantitative data in the current study means that the\u00a0epistemological position of the research fluctuates between a positivist and interpretivist\u00a0stance.<\/p>\n

To ensure results are generalisable, the sample used must be statistically representative of\u00a0the population in question (Johnson & Christensen, 2004). It was not possible for the\u00a0researcher to take a random sample of every primary school teacher or teaching assistant\u00a0in the UK that has worked with or observed Affected Children. Therefore, the results of\u00a0this research are not generalisable, but have the potential to provide a starting point for\u00a0future research.<\/p>\n

Thirty questionnaires were sent to three primary schools (School ‘M’, School ‘N’ and\u00a0School ‘G’), each the workplace of a participant accessible and known to the researcher.\u00a0The researcher contacted five known participants at five different schools to explain the\u00a0nature of the study and enquire as to whether they would distribute questionnaires\u00a0around their workplace and return them to the researcher. Two of the teachers (both\u00a0teaching at small village primary schools) explained that no staff at their schools suspected\u00a0or were aware of any children from violent homes. The three remaining schools received\u00a0an envelope in the post containing the questionnaires, a pre-stamped and\u00a0 addressed\u00a0envelope to return the completed questionnaires and a note asking for teachers and other\u00a0staff (e.g. learning support and teaching assistants) who believe they have observed or\u00a0worked with children known to or suspected to experience DV at home (Affected\u00a0Children) to take part in the study. Eight questionnaires were returned from School ‘M’,\u00a0seven questionnaires were returned from School ‘G’ and 10 from School ‘N’, a total of 25\u00a0study participants (83.3% response rate).<\/p>\n

As this study utilised an opportunity sample, statistical generalisations should not be made\u00a0(Williams, 2003). However, it may be possible to make moderatum generalisations if the\u00a0sample collected share norms, values and rationality and if replications will occur in similar\u00a0physical environments (ibid, 2003:56). This means that if the current sample share\u00a0cultural similarities with the wider population, it may be possible to argue the sample has\u00a0moderatum generalisability. Research (Lortie, 1975; Sarason, 1982; Sachs & Smith, 1988)\u00a0suggests that due to shared values and experiences both in life and in the work place,\u00a0teachers become part of a shared standardised culture. Therefore, it is possible to suggest\u00a0that the current sample had moderatum generalisability.<\/p>\n

The use of an ordinal rating scale in the first section of the questionnaire enabled the\u00a0responses to be easily quantified and statistically analysed. Frequency tables were\u00a0created using the quantitative results, and bar charts were produced to establish the most\u00a0and least frequently observed behaviours. The meaning and reason behind the results\u00a0were then evaluated and analysed against findings from previous literature.<\/p>\n

The second section of the questionnaire was analysed using thematic analysis consisting\u00a0of coding the qualitative responses, finding any reoccurring themes and using these to\u00a0establish any meaningful patterns (Bryman, 2008). Results and themes from question one\u00a0of the second section were explored alongside the findings from the quantitative section\u00a0in order to gain a more holistic picture of which behavioural patterns are observed in\u00a0Affected Children. The themes established from questions two to four of the qualitative\u00a0findings were explored in relation to current policy to identify gaps in how Affected\u00a0Children are identified and supported in schools.<\/p>\n

Findings<\/strong>
\nThe quantitative section of the questionnaire consisted of a tick-box system where\u00a0participants were asked to rate how often they observed certain behaviours in Affected\u00a0Children. Results from the seven point rating scale were dichotomised into ‘rarely’ and\u00a0‘frequently’. Any questions answered either ‘frequently’ or ‘very frequently’ were grouped\u00a0together under the category ‘frequently’, any questions answered either ‘never’, ‘very\u00a0rarely’ or ‘rarely’ were grouped as ‘rarely’ and any questions left blank, answered ‘don’t\u00a0know’ or ‘N\/A’ were recorded as missing results.<\/p>\n

Many of the behaviours uncovered in the literature review were behaviours that would\u00a0suggest the child demonstrating them is frustrated, angry or irritated and expressing these\u00a0feelings in a variety of ways. For example, McGee (2000) found children who were\u00a0exposed to DV tended to be more aggressive, display excessive irritability (Elderson,\u00a01999), have a low frustration tolerance and exhibit antisocial and violent behaviour\u00a0(Mullender & Morley, 1994; Osofsky, 1999). The following results discuss how frequently\u00a0respondents observed these types of behaviours in the Affected Child\/Children.<\/p>\n

(A) Aggressive Behaviour towards Staff<\/strong>
\nDisplaying aggression towards members of staff is considered ‘problematic’ or\u00a0‘challenging’ behaviour as it puts the physical and emotional health of staff members at\u00a0risk (NHS, 2012).The results show that 28% (7\/25) reported frequently observing children displaying\u00a0aggressive behaviour towards staff. Although this behaviour was not as frequently\u00a0observed as other behaviours, the problematic nature of this aggression means this is still\u00a0a significant finding as nearly a third of all participants reported commonly observing this\u00a0behaviour. The presence of this type of behaviour significantly impacts the classroom\u00a0dynamics, and educators must know how to deal with displays of aggression from pupils,\u00a0should they arise (NEA, 2014). A study by the teachers’ union ‘NASUWT’ suggested that\u00a0almost half of newly qualified teachers are dissatisfied with the training they receive on\u00a0dealing with destructive and aggressive behaviour (NASUWT, 2013).<\/p>\n

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(B) Aggressive Behaviour towards Other Students<\/strong><\/p>\n

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Aggression directed at other students was reported to occur more frequently than\u00a0aggression directed towards staff or figures of authority. 60.9% (14\/23) reported\u00a0frequently observing aggressive behaviour towards other students.<\/p>\n

(C) Bullying Other Students (Physically and\/or Verbally)<\/strong>
\nBullying other pupils is directly related to displays of aggression towards other students.\u00a0This is because the majority of ‘bullying’ in primary schools has been found to be openly\u00a0aggressive rather than passive or manipulating behaviours (Olweus, 2003).<\/p>\n

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The results show that 29.2% (7\/24) reported frequently observing children bullying other\u00a0students. This suggests that bullying is not observed as often as aggressive behaviour\u00a0(31.7% less frequently), perhaps because ‘bullying’ is defined as a student ‘exposed\u00a0repeatedly and over time, to negative actions on the part of one or more other students’\u00a0(Olweus, 1994:1173). Therefore, random acts of aggression that are not recurring or\u00a0repeatedly directed at the same pupil may not be considered ‘bullying’ by educationalists.<\/p>\n

(D) Fighting with Other Students<\/strong><\/p>\n

\"\"<\/strong><\/p>\n

Another example supporting the idea that Affected Children can be angry or frustrated is\u00a0that 58.3% (14\/24) reported frequently observing children fighting with other students.\u00a0Again, this was not as frequent as aggressive behaviour. However, this could be explained\u00a0by the observation of ‘affective’ or emotional aggression or hostile behaviour not resulting\u00a0in violence (Buss, 1961).<\/p>\n

The previous aggressive behaviours are those which are displayed externally and directed\u00a0towards others, however aggression can also be internal in the form of ‘self-destructive\u00a0behaviour’ (Delga et al., 1989).The following findings demonstrate how frequently\u00a0children displayed different self-destructive behaviours or ‘internal aggression’.<\/p>\n

(E) Displaying a ‘Low Frustration Tolerance’<\/strong><\/p>\n

\"\"<\/strong><\/p>\n

A low frustration tolerance can also be described as having a ‘short fuse’ or becoming\u00a0easily frustrated with set tasks (James, 1994). The results show that 75% (18\/24) reported\u00a0frequently observing children becoming easily exasperated with tasks.<\/p>\n

(F) Being Irritable<\/strong><\/p>\n

\"\"<\/strong><\/p>\n

Related to a ‘low frustration tolerance’ is being irritable or short-tempered. It was found\u00a0that 77.3% (17\/22) reported frequently noticing Affected Children being irritable.<\/p>\n

The literature review uncovered minimal findings about how coming into contact with DV\u00a0directly influences a child’s school experience. However, McGee (2000) and Mullender\u00a0and Morley (1994) found that Affected Children were unlikely to reach their full academic potential.<\/p>\n

(G) Not Reaching Full Potential in Class Work and\/or Underachieving<\/strong><\/p>\n

\"\"<\/strong><\/p>\n

‘Underachieving’ includes; not achieving predicted grades, lower than expected test scores\u00a0and lower achievement in relation to the average standard of work in the class (Gorard &\u00a0Smith, 2003).<\/p>\n

The results show that 82.6% (19\/23) reported frequently noticing Affected Children to be\u00a0academically underachieving. 65.2% (15\/23) of respondents also reported that these\u00a0children had a lower than average reading ability and 35% (7\/20) reported the children\u00a0had speech and language abilities lower than expected for a child of their age (frequency\u00a0graphs below).<\/p>\n

\"\"<\/p>\n

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The results from the quantitative data generally supported findings uncovered in previous\u00a0research (see above). For example, aggressive behaviour, being easily angered and\u00a0underachieving educationally were all found to be frequently observed in Affected\u00a0Children. The results also identified more specific behaviours and actions encompassed\u00a0within these more general patterns. In addition to generally ‘underachieving’ (McGee,\u00a02000; Mullender & Morley, 1994), 65.2% of participants reported the Affected Children\u00a0having a below average reading ability and 35% noted underdeveloped speaking and\u00a0language skills. Internal aggression, such as being short-tempered, was noticed more\u00a0frequently than external acts of aggression such as bullying and fighting with other\u00a0students.<\/p>\n

The behaviours most frequently observed tended to be behaviours which were less\u00a0‘problematic’ or ‘challenging’ i.e. lower risk to the physical or mental well-being of the\u00a0child or others and less likely to result in a ‘poorer quality of life’ (NHS, 2012) for the child,\u00a0their classmates or staff. The most frequently observed behaviour (92%) was ‘lack of\u00a0concentration in lessons’, a behaviour which is not considered a high risk or ‘problematic’\u00a0behaviour. Although non-aggressive and not threatening to the physical or psychological\u00a0well-being of the child, it can be argued that ‘underachieving’ academically can present a\u00a0risk to the child’s future prospects and potentially their quality of life (NHS, 2012) if this\u00a0hinders their chances of obtaining future employment.<\/p>\n

Although the more ‘challenging’ behaviours (such as bullying) were found to be the most\u00a0rarely observed, many of the behaviours were still reported to frequently occur by a\u00a0substantial number of educational staff, significantly impacting on the nature of the\u00a0results and their implications for future research and potential changes in policy.<\/p>\n

The qualitative section consisted of four open ended-questions. The first question asked\u00a0participants to recall any behaviours, actions or personality traits in Affected Children that\u00a0had not been covered in the quantitative section of the questionnaire. The next three\u00a0questions asked for the participants’ opinion about how the child protection and\u00a0safeguarding training could be improved, what measures they believe should be put in\u00a0place to improve the identification of Affected Children and finally, an opportunity to\u00a0make any additional comments they deemed relevant.<\/p>\n

Children Living in Violent Homes Have a Poor Self-Image<\/strong>
\nThe first theme which emerged was in relation to question one of the qualitative section\u00a0of the questionnaire:<\/p>\n

Are there any behaviours, actions or mannerisms that you have observed\u00a0that have not been covered in Part One of this survey?<\/p><\/blockquote>\n

One participant noted the child\/children showed no sense of pride in their work, even\u00a0when it was of a high standard and found it hard to accept praise, ‘\u2026on occasion resulting\u00a0in the child destroying the work which had been praised.’ (QG1:1)<\/p>\n

Other participants reported children showed signs of self-harming behaviours (QM2;\u00a0QM3; QN3) including ‘head banging’ (QN3:1) and appeared to have ‘poor self-worth’\u00a0(QM3).<\/p>\n

Stanley et al. (2010) collected observations about behavioural patterns from parents of\u00a0children exposed to DV. The behaviours they identified included nervousness, depression,\u00a0anxiety and a lack of confidence. These factors reflect behaviours observed by\u00a0educational staff in the current study, including self-harming, low self-worth, an inability\u00a0to take pride in their work and a dislike of confrontation (QG1; QM2; QM3; QN3; QN9).\u00a0Thus creating a picture of a child with low self-esteem, lacking confidence with a negative\u00a0self-perception. This notion is further supported by 62.5% (15\/24) of participants who\u00a0reported frequently observing children seeking approval from members of staff. This\u00a0suggests Affected Children may be lacking in confidence and require persistent approval\u00a0from staff in order to feel more confident about the task they are completing. Also, 43.5%\u00a0(10\/23) of participants noted frequently observing the child\/children acting ‘withdrawn,\u00a0passive or compliant’. This again may relate to low self-worth, nervousness and in more\u00a0extreme cases, depression (Stanley et al., 2010).<\/p>\n

Being aware of the types of behaviours that Affected Children may display whilst at school\u00a0would significantly improve the identification of these children by members of staff, thus\u00a0allowing the child earlier access to support from teachers and external agencies. The\u00a0importance of early identification of these children and the requirement for more training\u00a0in this area is a pervasive theme of the qualitative findings.<\/p>\n

Importance of Early Identification and More Specific Training<\/strong>
\nMany participants outlined the need for more regular staff training on how to identify\u00a0Affected Children<\/p>\n

‘Regular staff training re-identifying and support to provide.’ (QN1:3)<\/p>\n

‘Regular staff training to recognise signs.’ (QG6:3)<\/p><\/blockquote>\n

Other participants expressed that ‘\u2026access to more case studies with ranges of different\u00a0circumstances\/behaviours’ (QN2:3) would help to identify these children.<\/p>\n

Participants felt that being aware of the types of behaviours that may help to identify\u00a0Affected Children could significantly improve the level and quality of support provided to\u00a0the children at school. Participants suggested that staff training should have more of an\u00a0emphasis on children witnessing and experiencing DV at home, rather than just being\u00a0educated on how to notice the physical signs of abuse, e.g. bruising.<\/p>\n

‘\u2026training centres upon children’s physical issues as opposed to the\u00a0emotional ones\u2026never fully realised the impact that a child witnessing\u00a0domestic violence could have\u2026until I saw it for myself\u2026affect the child\u00a0emotionally and thus educationally.’ (QN10:3)<\/p><\/blockquote>\n

Other participants supported this by suggesting that the child protection and safeguarding\u00a0training should cover more in-depth areas of DV such as<\/p>\n

‘\u2026more emphasis on the effects on children of witnessing domestic\u00a0violence.’ (QN3:2)<\/p><\/blockquote>\n

The findings suggest that staff training is sufficient regarding the recognition of physical\u00a0signs of child abuse. However, staff are not necessarily aware of what emotional and\u00a0behavioural responses may be apparent in Affected Children and what affect these may\u00a0have on the quality of their education and their general experience of school.<\/p>\n

The Need for Opportunities for Children to Disclose Information to Staff<\/strong>
\nIt is evident in the literature that having someone to turn to for emotional support\u00a0(Mullender et al., 2002) and social and community support structures (Watt et al., 1995)\u00a0are significant factors in the coping strategy of a child experiencing DV.<\/p>\n

The importance of providing children with emotional support and opportunities to\u00a0disclose information to members of staff was a reoccurring theme in the qualitative\u00a0findings.<\/p>\n

One participant noted:<\/p>\n

‘ideally the curriculum needs to allow for more ‘relaxed’ time with the\u00a0children\u2026to chat about non-educational related issues\u2026time for children to\u00a0build up trust and allow them more opportunities to discuss matters.’\u00a0(QN7:3)<\/p><\/blockquote>\n

Whilst another emphasised the importance of ‘\u2026ensuring the child feels able to\u00a0talk\/communicate with class teacher\/teaching assistant\/or anonymously (worry box or\u00a0similar).’ (QG4:3)<\/p>\n

The importance of children being able to openly discuss the topic of DV was prominent in\u00a0the qualitative findings in the current study,<\/p>\n

‘more open discussion generally about the issue to raise awareness\u2026children need to know it is not something to be ashamed of.’ (QG1:3)<\/p><\/blockquote>\n

It was also noted that staff needed to be adequately trained in order to effectively\u00a0‘understand\/empathise’ (QM1:3) with Affected Children.<\/p>\n

A number of the participants suggested that other members of staff, not just class\u00a0teachers, should be available to help deal with these issues. For example, ‘ensure good\u00a0pastoral support is in place in all schools to give children the opportunity to talk through\u00a0any issues’ (QM4:3), and another respondent believed there should be a ‘designated\u00a0person’ in schools to support and help the children cope with their troubled home life\u00a0(QN9:2).<\/p>\n

The terms ‘staff’ and ‘staff training’ were predominantly used throughout the second\u00a0section of the questionnaire rather than the term ‘teacher’, suggesting the participants\u00a0believe that the training and opportunities to speak to children about non-educational\u00a0matters are not just important for teachers. One participant noted, ‘support staff are\u00a0more likely to be confided in or notice signs’ (QG1:2).<\/p>\n

Information Sharing<\/strong>
\nThe final theme uncovered was that information regarding Affected Children should be\u00a0shared more freely between members of staff who interact daily with the children,\u00a0external agencies and educational authorities.<\/p>\n

‘Class teachers are not always told exactly which children experience\u00a0domestic violence – so knowing would be a good start.’ (QM7:3)<\/p><\/blockquote>\n

‘Teachers only aware of situations on a need-to-know basis and therefore\u00a0may not have the complete picture which may not allow deep\u00a0understanding.’ (QM6:3)<\/p><\/blockquote>\n

Participants concur that knowledge about which children are experiencing DV at home is\u00a0important for staff to be able to provide help and emotional support: ‘teachers need all\u00a0the ‘pieces of the jigsaw” (QM3:2). One offered a practical solution for this problem,\u00a0suggesting ‘\u2026at least one staff meeting per year to identify and keep up with current\u00a0research\/findings\/strategies’ (QM7:3) and to share important information regarding\u00a0Affected Children.<\/p>\n

Sharing information expediently and more freely means Affected Children can be better\u00a0supported and sooner (QM8:2). Information sharing also incorporates communication\u00a0between the school and outside agencies. Many respondents valued clear communication\u00a0between the school and outside agencies, the high level of support needed from these\u00a0services and the means to work closely with them regarding children requiring additional\u00a0support (QG7; QG2; QM3; QN9). Specific outside agencies mentioned include social\u00a0services, therapists, educational psychologists and behavioural experts (QN9; QG2).<\/p>\n

Conclusion<\/strong>
\nThe quantitative research findings supported the notion in the literature that children\u00a0living in violent homes can be frustrated, angry, irritable and aggressive (e.g. McGee,\u00a02000) and revealed that teachers observed more ‘inward’ displays of aggression, such as a\u00a0low frustration tolerance and irritability, than outward acts of aggression such as being\u00a0hostile towards staff. However, outward displays of aggression were still frequently\u00a0observed by participants.<\/p>\n

Mullender and Morley (1994) and McGee (2000) found that children exposed to DV were more likely to underachieve in their classwork. This was strongly supported by these findings as 82.6% of respondents reported frequently observing Affected Children not reaching their full potential in their school work, and that 62.5% had a lower than average reading ability. It can be suggested that this underachievement is due to a lack of support at home. One participant noted the child\/children ‘does not get any support at home with reading\/homework and very rarely completes these.’ (QM4:1)<\/p>\n

Analysis of the qualitative findings uncovered four key themes. The first theme is the\u00a0perception that Affected Children can often have a poor self-image, highlighted in the\u00a0data from question one of the qualitative section and the quantitative results and\u00a0supports findings in existing literature (e.g. Stanley et al., 2010; Graham-Bermann &\u00a0Levendosky, 1998). The other themes, uncovered from questions two to four of the\u00a0qualitative findings are; the importance of early identification and more specific training,\u00a0the need for opportunities for children to disclose information to staff, and the\u00a0importance of information sharing. These themes are associated with how school life\u00a0could be improved for Affected Children and therefore have implications on educational\u00a0policy.<\/p>\n

The Safeguarding Children in Education policy (2010) states that a senior member of staff\u00a0should hold lead responsibility for child protection and information sharing about Affected\u00a0Children. Currently, there are many restrictions placed on with whom and how much\u00a0information can be shared. Practitioners must consider whether there is a legitimate\u00a0reason for sharing the information, whether consent is required, and if there is a public\u00a0interest in sharing the information (DfE, 2006). Participants have suggested that the\u00a0ablity to share information more freely would improve support for Affected Children\u00a0‘information shared quicker – helping support families sooner’ (QM8:2). The findings from\u00a0this survey support future change in educational policy concerning the sharing of\u00a0information, reducing restrictions and moving towards a change to the Key Principles for\u00a0Information Sharing (HM Government, 2006). However, it is important to note that\u00a0restrictions are put in place to reduce risk to the child and protect them from harm (DfE,\u00a02006). If restrictions on information sharing are loosened, negative consequences may\u00a0result, such as breaches in confidentiality, putting the Affected Child at significant risk of\u00a0harm, and in severe cases, police investigations may be jeopardised (DfE, 2006).<\/p>\n

The Department for Education (DfE, 2010) states that practitioners should discuss any\u00a0concerns they have about a child’s welfare with their manager or senior member of staff.\u00a0The data highlight observable behaviours that may contribute to the identification of\u00a0Affected Children. An improvement in teacher and support staffs’ knowledge on what\u00a0behaviours to look for may lead to earlier identification of children who are suffering.\u00a0Therefore, senior members of staff can be made aware of a child’s potential problems so\u00a0that help and support can be accessed for both the child and their family earlier. Thus,\u00a0one of the recommendations to come out of this research is that once an Affected Child is\u00a0identified, more individual support should be provided to prevent future academic under\u00a0achievement and stunted speech and language development.<\/p>\n

The findings from this study may lead to future research to reinforce and validate these\u00a0results and further highlight key behaviours, actions and personality traits that could be\u00a0incorporated into training courses educating staff on how to identify Affected Children.
\nIn doing so, in-depth interviews should be conducted with educational staff, gathering\u00a0more detail about specific children (whilst maintaining their anonymity). This would allow\u00a0researchers to obtain data such as the sex, exact age and other demographic details about\u00a0the child and whether these factors influence the types of behaviours displayed. It may be\u00a0of value to research differing behavioural patterns between groups of Affected Children\u00a0based on demographic factors such as gender as educational staff appear to be observing\u00a0differences in their behaviour. One participant noted:<\/p>\n

‘\u2026if the child is a boy they can speak to women staff in intimidating\u00a0ways\u2026Girls cry more easily and don’t like confrontation situations.’ (QN9:1)<\/p><\/blockquote>\n

The sample in the current study was relatively small (25 participants from three primary\u00a0schools), and was an opportunity sample. This means the results cannot be generalised to\u00a0all Affected Children in primary school. If future research is to further investigate this\u00a0issue, a large random sample from all primary schools in the UK should be used to gather\u00a0results that are generalisable to the entire population. Once generalisable findings have\u00a0been collected, the results may be considered sufficiently significant to influence\u00a0educational policy and improve teachers and support staffs’ ability to identify and support\u00a0Affected Children.<\/p>\n

Further, more extensive research, possibly utilising face-to-face, semi-structured\u00a0interviews should be conducted using a larger, random sample to produce generalisable\u00a0results (Biau et al., 2008). The effect of children’s demographic variables (e.g. gender) on\u00a0the results should also be investigated as the qualitative results allude to differences in\u00a0behaviours between genders. If future research produces similar results to the current\u00a0study, clear suggestions for changes in educational policy could be proposed – for\u00a0example, reducing restrictions surrounding the sharing of information regarding Affected\u00a0Children. The Department for Education and Skills (2006) place limitations on the\u00a0transmission of this information. Participants stated that being able to freely share\u00a0information would improve the school experience for Affected Children by allowing earlier\u00a0access to support. However, it is important to take into account the possibility of negative\u00a0repercussions should restrictions on information sharing be loosened – for example, risk of\u00a0significant harm for Affected Children and families, issues with protecting individuals’
\nanonymity, and in severe cases, compromising police investigations (DfE, 2006).<\/p>\n

The findings could be said to support improvement in Child Protection and Safeguarding\u00a0(2010) training. Participants reported that the training they received was adequate, but\u00a0could be improved with more focus on how to identify Affected Children. One participant\u00a0pointed out that staff were well trained to notice physical signs of abuse, but not the\u00a0emotional impact that experiencing DV could have on children. The results from the\u00a0current study, if supported by findings from future research, could influence the content\u00a0of educational staff training courses, offering guidance on what behaviours could aid the\u00a0identification of Affected Children.<\/p>\n

The findings may influence schools’ individual, internal policies regarding how the issue of\u00a0DV is addressed to allow children more opportunities to disclose information to staff. A\u00a0participant in the current study suggested that a ‘worry box’ should be used as a tool to\u00a0encourage children to come forward without feeling intimidated or apprehensive about\u00a0finding a member of staff to speak to directly.<\/p>\n

Education professionals are the adults children have most contact with outside their\u00a0immediate families and are often the only other adults children interact with (DfE, 2003).\u00a0Therefore, it is important that educationalists have the knowledge and ability to identify\u00a0Affected Children, and are able to take the appropriate action to provide the child and\/or\u00a0their family access to support and guidance as quickly as possible. This research found\u00a0that Affected Children were frequently observed exhibiting behaviours such as low selfworth\u00a0and a lack of confidence. The National Association for Special Education Needs\u00a0(NASEN, 2003) recognises that low self-worth and negative life experiences are significant\u00a0barriers to learning. It is suggested that, for many children, schools could offer the best\u00a0opportunities for developing resilience and increasing emotional well-being. In order to\u00a0provide these opportunities, staff must be able to identify Affected Children. The findings\u00a0of this research are significant because they provide a solid basis for further, extensive\u00a0research into which behaviours, actions and personality traits may be evident in Affected\u00a0Children and how to help educational staff to identify them. Changes could then begin to\u00a0be made to the training staff receives, children may be identified sooner and support\u00a0could be provided to the children and their families earlier.<\/p>\n

Every child has the right to an effective education (HRA, 1998). Emotional and behavioural\u00a0issues arising from ‘negative life experiences’ are barriers to educational success (NASEN,\u00a02003). Therefore, to provide every child with equal opportunities and access to an\u00a0effective education, identification and support for Affected Children is imperative.<\/p>\n

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\nWilliams, M. (2003) Making Sense of Social Research. London: Sage Publications.[\/vc_column_text][\/vc_column][vc_column column_width_percent=”100″ gutter_size=”2″ override_padding=”yes” column_padding=”2″ back_color=”color-lxmt” overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/3″ css=”.vc_custom_1593440492913{padding-right: 26px !important;padding-left: 26px !important;}”][vc_custom_heading heading_semantic=”h3″ text_font=”font-128611″ text_size=”h4″ text_weight=”500″ text_color=”color-210407″]Latest Issue[\/vc_custom_heading][uncode_index el_id=”index-163686″ loop=”size:1|order_by:date|post_type:post|categories:3″ gutter_size=”3″ post_items=”title,date” screen_lg=”1000″ screen_md=”600″ screen_sm=”480″ single_text=”overlay” single_style=”dark” single_overlay_opacity=”50″ single_overlay_anim=”no” single_text_visible=”yes” single_text_anim=”no” single_h_align_mobile=”left” single_padding=”0″ single_title_family=”font-128611″ single_title_dimension=”h4″ single_title_weight=”500″][vc_button button_color=”accent” size=”btn-xl” radius=”btn-square” wide=”yes” custom_typo=”yes” font_family=”font-128611″ font_weight=”500″ border_width=”0″ link=”url:http%3A%2F%2Fmmuperu.co.uk%2Fbjcj%2Fnewsletter%2F|title:Newsletter||”]Subscribe to our Newsletter[\/vc_button][vc_raw_html]JTNDYSUyMGNsYXNzJTNEJTIydHdpdHRlci10aW1lbGluZSUyMiUyMGRhdGEtd2lkdGglM0QlMjI0MDAlMjIlMjBkYXRhLWhlaWdodCUzRCUyMjU0NSUyMiUyMGhyZWYlM0QlMjJodHRwcyUzQSUyRiUyRnR3aXR0ZXIuY29tJTJGYmpjb21tdW5pdHlqdXN0JTNGcmVmX3NyYyUzRHR3c3JjJTI1NUV0ZnclMjIlM0VUd2VldHMlMjBieSUyMGJqY29tbXVuaXR5anVzdCUzQyUyRmElM0UlMjAlM0NzY3JpcHQlMjBhc3luYyUyMHNyYyUzRCUyMmh0dHBzJTNBJTJGJTJGcGxhdGZvcm0udHdpdHRlci5jb20lMkZ3aWRnZXRzLmpzJTIyJTIwY2hhcnNldCUzRCUyMnV0Zi04JTIyJTNFJTNDJTJGc2NyaXB0JTNF[\/vc_raw_html][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

This Prize is dedicated to the late Professor Brian Williams, co-editor of the British Journal of Community Justice from 2002-2007.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[2],"tags":[],"class_list":["post-1380","post","type-post","status-publish","format-standard","hentry","category-articles"],"acf":[],"yoast_head":"\nAn Exploration of the Impacts That Experiencing Domestic Violence can Have on a Child\u2019s Primary School Education: View of Educational Staff - BJCJ<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/mmuperu.co.uk\/bjcj\/articles\/an-exploration-of-the-impacts-that-experiencing-domestic-violence-can-have-on-a-childs-primary-school-education-view-of-educational-staff\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"An Exploration of the Impacts That Experiencing Domestic Violence can Have on a Child\u2019s Primary School Education: View of Educational Staff - 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