The lived experience of Hospital school stakeholders in Ireland

Abstract

Background: Literature indicates that increasingly more children are living with serious medical conditions whilst continuing their education. Hospital schools (HSs) allow hospitalised children to continue their schooling while providing them with a sense of normalcy and support. There is, however, limited research conducted on HSs globally. As such it is unknown whether these schools are meeting the needs of their students, staff and the families attached to them. Aims: The purpose of the study was to explore the experiences of the HS through individuals who attend, work in, or have a child attending a HS. To do this, the study included HS students, their caregivers, and HS teachers. Sample: The study utilised purposive sampling to recruit participants from one Irish HS. Participants (N = 7) included two HS students, aged 8 and 14 years old, two parents, and three HS teachers. Method: This exploratory qualitative research was situated in the interpretivist paradigm and underpinned by a Multiperspectival Interpretative Phenomenological Analysis (IPA) design. Data were collected from all participants through semi-structured interviews (SSIs) in order to gain in-depth insight into participant experiences. Kinetic School Drawings (KSDs) were also completed with student participants in order to elicit their individual voices. Results: KSDs indicated overall positive HS experiences, with elements such as mode of hospital education delivery impacting on relationship with peers and teachers, and feelings associated with the physical HS environment. Analysis of SSI data revealed two overarching themes: the role of the HS is to promote student wellbeing; and the systemic landscape of paediatric education in Ireland. Conclusion: The findings extend the limited empirical literature on HS stakeholder experiences, particularly within the Irish context. Results are discussed in relation to implications for school practice, educational psychology practice, future research and policy development.