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An Exploration into Children’s Experiences of Pupil Mobility

Humphreys, Michael

[Thesis]. Manchester, UK: The University of Manchester; 2012.

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Abstract

AbstractThe University of ManchesterMichael Lewis Humphreys Doctorate in Educational and Child PsychologyAn Exploration into Children’s Experiences of Pupil Mobility2012Pupil mobility, defined as “a child joining or leaving a school at a point other than at the normal age at which children start or finish their education at that school” (Dobson & Henthorne, 1999 p. vi), is a complex phenomenon that is linked to the academic, social and emotional outcomes of children and young people (Gagnon & Malmgren, 2005; Mehana & Reynolds, 2004; South & Haynie, 2004). There is limited published research that has illuminated pupil mobility through eliciting the views of the pupils, their families and class teachers. This qualitative study explored how children experienced pupil mobility when it was combined with a residential move and the factors that were perceived to affect the experience. A multiple case study design with embedded (multiple) units of analysis was adopted (Yin, 2009). Each case study consisted of a Key Stage 2 aged child who had moved into a northern coastal Local Authority within six months of the data collection. The data was gathered through semi-structured interviews in two primary schools. Four children, five parents and five class teachers took part in the study.The interviews were audio recorded and transcribed before being analysed through thematic analysis (Braun & Clarke, 2006). The analysis identified key themes raised in the interviews in relation to how the children experienced pupil mobility and the factors that were perceived to have impacted upon this experience. The findings of this study highlight that pupil mobility is a challenging experience for children that elicits a contrasting range of emotions which are affected by a series of interactions between the children and the systems around them. The findings are discussed in relation to psychological theories and previous research. Implications are considered for the practice of Local Authority personnel, school staff, parents and educational psychologists and suggestions for future research are highlighted.